वसंत पाठ्य पुस्तक के पाठ - कबीर की साखियाँ के कठिन शब्दों के अर्थ बताते हुए उसकी संपूर्ण व्याख्या कराई गई | पाठ के प्रश्न -उत्तर भी कराए गए | कबीर की साखियाँ कराने का उद्देश्य छात्रों को एक अच्छा जीवन जीने की सीख देना है | व्याकरणिक विषय -सर्वनाम , विशेषण की परिभाषा और उसके भेद कराए गए | विलोम शब्द पर्यायवाची शब्द और अनेक शब्दों के लिए एक शब्द कराते हुए कार्य - पुस्तिका पर उससे संबंधित कार्य कराया गया | इससे छात्रों के शब्द - भंडार में वृद्धि हुई | रचनात्मक लेखन के विषय - अनौपचारिक पत्र लेखन का प्रारूप स्पष्ट कराते हुए उसका लिखित अभ्यास कराया गया | संवाद - लेखन को करने का तरीका स्पष्ट करते हुए उसको लिखवाया गया | रचनात्मक लेखन के विषय कराने से छात्रों की रचनात्मकता का विकास हुआ | भाषा सप्ताह गतिविधि कराते हुए आशुभाषण का आयोजन किया गया | इसके अंतर्गत अंतर्सदनीय प्रतियोगिता कराई गई , जिसमें छात्रों ने बढ़चढ़ कर भाग लिया | ​

​"“There are three responses to a piece of design – yes, no, and WOW! Wow is the one to aim for.” The students, in ICT class, learned advanced tags of HTML and designed web pages. They learned to add images, videos, audios, links, and frames to make their web pages more presentable and impressive. Students created a website on saving Earth.

‘नैतिक शिक्षा और मानवीय गुणों की उपयोगिता विषयवस्तु से समायोजित कराते हुए सभी के जीवन स्तर में सुधार लाना’ की भावना को स्वीकारते हुए छात्रों ने पाठ –ईश्वर: यत् करोति शोभनम् करोति’ नामक नैतिकशिक्षा आधारित पाठ पढ़ा। परियोजनात्मक शिक्षण (Project base learning) के रूप में दृश्य-श्रव्य सामाग्री के माध्यम से पुरुषार्थमयता , संतोष , चिंतनशीलता और मानवीय मूल्यों से संबंधित जानकारी प्रदान कर चर्चा की । गद्यांशावबोधन कराया गया । अंतर्विषयक- (नैतिक शिक्षा और साहित्य) ईश्वर की महत्ता को समझने के लिए पाठ-पठन के लिए अवसर प्रदान किया गया। संस्कृत समयलेखन तथा कत्वा-ल्यप् और तुमुन् स्पष्ट कराया गया । अभ्यासपत्र द्वारा उपपदविभक्ति और चित्रलेखन की पुनरावृत्ति कराई गई। साहित्यिक कल्पनाशीलता और सृजनात्मकता की योग्यता प्रदान करते हुए मौलिक ज्ञान प्रदान किया गया। ​

​In the month of August, our students embraced the practical use of cards, honed their vocabulary related to body parts, skillfully described individuals using new words, and grasped the nuances of 'avoir' expressions. Moreover, the distinction between 'savoir' and 'connaitre' was clarified, fostering a deeper grasp of the language. To reinforce their learning, students worked on workbook exercises related to lesson 3.

​Chapter 3: Was hast du für deine Gesundheit getan? In August , the students learned the application of using past tense verbs to express everyday events. They learned to question when something happened and how to answer the same. Grammar related to past perfect tense for verbs like "haben," "sein," regular, and irregular verbs was taught. Additionally, adverbs of time, personal pronouns in dative, reading comprehension, and email writing about their weekends were covered. Story-writing, dialogues, and role play were adapted in the teaching of grammar structures.

​The month began with a revision of “Preterito indefinido.” The class discussed the use of the tense and the conjugation of regular and irregular verbs. The topic continued with the chapter “Mis vacaciones del año pasado,” with the students learning more expressions and verbs in Preterito indefinido. Ready for an exciting topic as Movies, the students learnt how to invite a friend for an outing. The class learnt types of movies, and how to express likes and dislikes on the topic using adjectives. Students experimented making their own sentences expressing their opinions. The month ends learning famous personalities of Spain and Latin America.

VISUAL ART 
Students were introduced to Pichwai art, they created beautiful paintings with vibrant colour scheme. They were also introduced to a European art movement Post Impressionism and Post Impressionist artists. They learnt about the artist Vincent Vangogh and his style of painting.
DRAMA
Students learnt more about using their voices effectively and engaging in speech-related activities. August is the month when India celebrates its Independence. To mark this special occasion and truly grasp its significance, drama students performed a play called "Tiranga" on 15th of August. Additionally, students enacted important moments from India's struggle for independence in their classrooms. In an effort to understand the value of freedom, students also came up with improvised scenes that depicted the challenges Indians faced before gaining independence. This experience really helped them better understand and appreciate the sacrifices made by those who fought for our freedom. It is because of these valiant individuals that we enjoy our freedom today.

​As the curtains rose on the chapter "Understanding Quadrilaterals," a journey of geometric exploration unfolded, guided by the students' prior knowledge of the world of curves and polygons. With curiosity as their compass, they delved into the intricate realm of shapes and their properties.
Their familiarity with polygons became a cornerstone for comprehending the diverse universe of Concave and Convex Polygons. Armed with their understanding of regularity and irregularity, the students navigated the landscape of polygons with newfound insight.
The class embarked on a quest to uncover the secrets of Interior and Exterior angles within an "n" sided polygon. Armed with pencils and notebooks, they etched down essential notes, capturing the essence of geometric relationships. The revelation of the interplay between exterior angles and polygon sides was a moment of geometric epiphany, a revelation of the invisible threads binding shapes and angles.
The mysteries of Angle Sum properties and the enigma of diagonals found their solutions through formulas. Armed with mathematical tools, the students calculated, conjectured, and explored the symphony of numbers that danced within polygons.
With a collection of cut-outs adorning their hands, the classroom transformed into a geometric tableau. Trapeziums, kites, and parallelograms were dissected, their properties unraveled with precision. Each type of quadrilateral became a testament to the harmonious dance of sides, angles, and diagonals.
As the journey continued, the spotlight shone on the realm of parallelograms. The class delved into the world of rectangles, squares, and rhombuses, unraveling their distinctive properties, each a unique facet of the geometric tapestry.
With an interactive approach, the students engaged in exercises, deciphering the mysteries presented by NCERT's thought-provoking questions. In the classroom's embrace, discussions reverberated, thoughts converged, and knowledge expanded. Extra questions became avenues for sharpening their visual and spatial skills, adding depth to their geometric prowess.
Students of Grade VIII participated in the Inter House Mental Math competition in the month of July 2023. This competition, helped students understand their Mathematical ability, brought forth their critical thinking and problem-solving skills and agile while calculating mentally. The competition saw 3 rounds, pen-paper, online quiz on Kahoot & Quizziz, and finally the quiz itself. The final winners :
1st Place – Ashlesha Goel (Pacific House)
2nd Place – Shashwat (Atlantic House)
3rd Place – Pranesh (Indian House)

​After the summer break, students returned to school with renewed enthusiasm and energy. They engaged in revision activities to prepare for their upcoming Unit Test, which included working on practice worksheets and participating in verbal discussions. In the English class, the poem 'Geography Lesson' was read and thoroughly discussed. The class utilized aerial views of Delhi, Amritsar, and Lahore to comprehend the idea that nature does not impose boundaries among human beings. Furthermore, the students analyzed the usage of geographical terms within the poem. The poem's connection with SDG 11: Sustainable Cities and Communities and SDG 16: Peace, Justice, and Strong Institutions was elucidated.
The students completed the unit 'Glimpses of the Past,' which included an engaging activity that captured their interest. Particularly, the unit 'Bepin Choudhary’s Lapse of Memory' intrigued them as they related to instances when their own memories had played tricks on them. In the realm of grammar, one section of the class commenced their study of 'Adjectives.' To address any uncertainties, extra practice on Complex Sentences was undertaken.
To solidify their understanding and knowledge, the students compiled their written work for all the units covered in their English notebook.

​इकाई परीक्षा - १ की तैयारी कराने के पश्चात परीक्षा ली गई | वसंत पाठ्य पुस्तक के पाठ - क्या निराश हुआ जाए को पढ़ाया गया | पाठ के कठिन शब्दों के अर्थ कराते हुए
पाठ की विस्तृत व्याख्या की गई | पाठ की प्रश्नोत्तरी पर चर्चा कराने के पश्चात छात्रों को पाठ से संबंधित गतिविधि कराई गई जिसमें उन्हें जीवन में आने वाली कठिन परिस्थितियों
का सामना किस प्रकार करना चाहिए , उससे संबंधित विचार छात्रों ने सबके सामने प्रकट किए | पाठ को कराने का मुख्य उद्देश्य कठिन परिस्थितियों का सामना करना , मुसीबतों
को देखकर घबराना न और समस्या चाहे कितनी ही बड़ी क्यों न हो कभी उनके आगे घुटने न टेकना की सीख देना है | कविता - भगवान के डाकिए को कराने का उद्देश्य
छात्रों को डाकिए का महत्त्व बताना , बादलों की रचना किस तरह होती है ? एक देश के बादल और पक्षी किस तरह से प्रेम और भाईचारे का संदेश लेकर दूसरे दशों में पहुँचते हैं , आदि
के बारें में विस्तृत जानकारी देना है | व्याकरण के विषय - संधि , लिंग और वचन कराए गए | भौतिक विज्ञान से एकीकृत करते हुए उन्हें गतिविधि कराई गई | संधि के भेद , भेदों की
परिभाषा और स्वर संधि के भेदों की नियमानुसार व्याख्या की गई | भाषा प्रतियोगिता के अंतर्गत उन्हें आशुभाषण कराया गया | जिसमें प्रत्येक सदन से विजेता छात्रों को चुना गया |​

​In the dynamic realm of ICT classes, students embarked on a journey through the virtual landscapes of web development, where HTML and CSS were their tools of creativity. As they delved into the intricate world of coding, a tapestry of knowledge and innovation unfolded before them.
Equipped with newfound skills, the students delved into HTML, unraveling its possibilities like uncovering hidden treasures. The exploration led them to grasp the nuances of different types of lists and tables, which formed the building blocks of their digital creativity.
Guided by their curiosity, the students embarked on a hands-on endeavor, crafting a web page that would reflect the impact of the Covid-19 lockdown period on the land. With precision and artistry, they wove together elements of HTML and CSS to breathe life into their digital canvas. This endeavor not only showcased their technical prowess but also harnessed their creativity to convey a narrative.
In a powerful alignment with global goals, the students linked their creation to the Sustainable Development Goal (SDG) 15, focusing on Life on Land. By weaving together technology and real-world concerns, they demonstrated the potential of ICT to transcend beyond screens and codes.

​‘नैतिक शिक्षा और मानवीय गुणों की उपयोगिता विषयवस्तु से समायोजित कराते हुए सभी के जीवन स्तर में सुधार लाना’ की भावना को स्वीकारते हुए छात्रों ने पाठ – सुवचनानि नामक श्लोकाधारित पाठ पढ़ा। परियोजनात्मक शिक्षण (Project base learning) के रूप में दृश्य-श्रव्य सामाग्री के माध्यम से पुरुषार्थमयता , सत्संगति, संतोष और मानवीया मूल्यों से संबंधित जानकारी प्राप्त कर छात्रों ने श्लोकाधारित भित्तिपात्र के माध्यम से अपनी क्षमता अनुसार चर्चा की । पाठ – महतामपि महान’ नाट्यांशावबोधन कराया गया । अंतर्विषयक- (नैतिक शिक्षा और साहित्य) सोच- समझकर साहस , सत्या और न्यायिक सूझ-बूझ से परिस्थितियों का सामना करना । अभ्यासपत्र द्वारा प्रथम इकाई परीक्षार्थ पुनरावृत्ति कराई गई। भाव पक्ष के साथ- साथ छात्रों ने स्वजीवन में कहानियों से सामंजस्यीकरण करते हुए मूल्यपरक प्रश्नों पर चर्चा की । साहित्यिक कल्पनाशीलता और सृजनात्मकता की योग्यता प्रदान करते हुए मौलिक ज्ञान प्रदान किया गया।

​With the conclusion of the summer break, a wave of renewed enthusiasm and a thirst for knowledge swept through the school as students returned. The classroom atmosphere hummed with the anticipation of new learning experiences.
In preparation for the impending UT 1 test, a comprehensive revision was orchestrated, facilitated by a thoughtfully crafted worksheet. This revision not only fine-tuned their understanding but also allowed them to reconnect with prior knowledge, setting the stage for deeper learning.
The journey into the French language gained momentum as students completed Lesson 2 cahier, immersing themselves in linguistic exploration. This voyage was not confined to words and phrases but encompassed cultural nuances and communicative intricacies.
A linguistic tapestry expanded with the introduction of the "Futur proche" - a linguistic time capsule transporting them to the near future. The students navigated the landscape of this tense, skillfully constructing affirmative, negative, and interrogative forms. Their linguistic toolkit expanded, empowering them to articulate their thoughts and desires with increasing fluency.
The classroom echoed with discussions and interactions that enriched their learning experience, as they seamlessly integrated the new tense into their linguistic repertoire.
Book in hand, students diligently engaged with the workbook and textbook exercises, cementing their comprehension and honing their language skills. The completion of these exercises not only reinforced their understanding of grammar rules but also bolstered their confidence in applying these rules in real-life scenarios.

​The new academic session started with students introducing themselves in German using the phrases and vocabulary already learned. They were then introduced to the vocabulary on parts of the body and their singular and plural forms and a short text describing one's wellbeing. After a quick revision of indefinite articles (accusative case) students learned to name common ailments and remedies and the verb "weh tun". and "fehlen" They further got to know about the personal pronouns in dative case and practiced short dialogues using dative verbs "weh tun" and "fehlen" and dative personal pronouns. They also came across the accusative and dative interrogative pronoun "Wen? (Whom?)" and "Wem? (Whom?)".

​The month's journey ignited with a captivating quiz that unveiled the vibrant tapestry of Spanish culture, accompanied by the melodies of Spanish songs that resonated in the air. The classroom transformed into a vibrant space, alive with the rhythm of curiosity and learning.
A cinematic portal opened with the video "El fin de semana pasado" - a captivating window into the past weekend. This audio-visual introduction laid the foundation for delving into the realm of Preterite Indefinite tense, inviting students to explore the nuances of time in the Spanish language.
Armed with newfound insights, the students embarked on a grammatical journey, meticulously crafting the conjugation table of regular verbs in the past tense. In this linguistic exploration, they unraveled the intricate threads that weave the Preterite Indefinite tense, a dance of time that breathes life into narratives.
The grammar voyage continued, with a focus on the verb "Ir" - a pivotal component of linguistic expression in the past. Understanding the grammatical intricacies behind it, the students navigated the nuanced landscape of language.
As the pages of the textbook turned, the class plunged into the chapter "Fuimos al parque temático," where language transcended mere words. Guided by their linguistic compass, they engaged in thoughtful discussions, diving into the narrative's tapestry and extracting deeper meanings.
The exploration traversed to the chapter "El fin de semana pasado," a rich narrative that the class dissected and practiced within the classroom's embrace. This practice was not just a linguistic exercise but a journey into the heart of Spanish culture and communication.
With an integration of technology, the students ventured into the digital world, where they engaged with the video [https://videoele.com/A2-El-fin-desemana.html]. This interactive audio-visual resource added a layer of immersion to their learning journey, bridging the gap between the virtual and the real.

​We salute the brave soldiers who protect our nation’s freedom with their courage and dedication.

The new choreography started with the enthusiastic patriotic dance on the occasion of independence day. Using the contemporary tools and feeling of veer ras, students learnt a patriotic dance. Contemporary tools give students the scope to push themselves to build their flexibility and it is one of the best calisthenic exercise. Patriotic choreography was an amalgamation of movement and theatre using vocals as the secondary tool . The choreography was done in modern style keeping the essence of patriotism intact.

​जुलाई माह में छात्र छात्राओं द्वारा की गई गतिविधिया:

गायन अभ्यास: शुद्ध स्वर अलंकार ।
राग,गीत - लोक गीत राग सारंग ।
प्रयोग हुए वाद्य: तानपूरा, ऑडियो ट्रैक ।
गायन तकनीक: गायन के अभ्यास की बुनियादी तकनीक, प्रतियोगिता में प्रस्तुति के महत्वपूर्ण बिंदु

अंतर सदनीय देशभक्ति गीत प्रतियोगिता मे चयनित छात्र छात्रों ने देशभक्ति गीतो का प्रदर्शन किया

वाद्य - कांगो , बोंगो एवं तबला का प्रारंभिक परिचय , हस्तमुद्रा (तीन ताल ) एवं भजनी ठेका

​Students completed their Jamini Roy painting ‘Handmaiden’. They participated in the Inter-house art competition with great enthusiasm and learnt about Pichwai art. They created it using tricolor by using their creativity aesthetically.

​The class began with a discussion on friendship and universal harmony in relation to the chapter "The Best Christmas Present in the World". The theme of the chapter was further extended to the discussion of the futility of war and the aftermath of war. The concept of sentences and clauses was introduced to help students understand the types of sentences, question tags, main and subordinate clauses, and their application. Revision exercises were done by the students. The students enjoyed an NIE activity to strengthen their understanding of question tags. The class also engaged in a discussion about Christmas and its relevance in the current times. The poem "The Ant and the Cricket" captivated the young learners. The students understood the moral lesson conveyed by the poem - people who do not plan for their future suffer in the end. The features of a gable, the underlying theme, tone, and mood of the poem were discussed. The students attempted "Reference to Context" questions for this poem. In discussing the structure of a sentence, the learners reviewed subjects, helping verbs, main verbs, and objects. The topic of determiners and modal auxiliaries and their use in the English language was covered. The students learned about the use of different modals in different situations, such as possibility, probability, past ability, requests, orders, etc. This was followed by note-making in their notebooks with the help of a PowerPoint presentation and a handout. The students enjoyed attempting exercises from their Grammar Plus Book.

​राष्ट्रगान और गायत्री मंत्र से नए सत्र का आरंभ किया गया | छात्रों की भाषिक योग्यता को बढ़ाने हेतु उन्हे व्याकरण संबोध पाठ्य पुस्तक के पाठ -1 भाषा , लिपि और व्याकरण और पाठ -2 वर्ण - विचार कराया गया | इससे छात्रों के शब्दकोश में वृद्धि हुई | व्याकरणिक ज्ञान को बढ़ाने हेतु छात्रों को अपने परिवार के सदस्यों के नाम एक A-4 आकार के प्रपत्र पर लिखकर उसका वर्ण -विच्छेद करने को कहा गया | वसंत भाग-3 के पाठ -1 लाख की चूड़ियाँ का मौखिक वाचन कराते हुए उसकी संपूर्ण व्याख्या कराई गई | पाठ की प्रश्नोत्तरी पर चर्चा की गई | पाठ को कराने का उद्देश्य पाठ के मुख पात्र बदलू जैसे हस्तकला प्रेमियों के जीवन से परिचित कराना था | सतत विकास लक्ष्य - 8 उत्कृष्ट कार्य और आर्थिक वृद्धि से एकीकृत करते हुए उन्हें गतिविधि कराई गई | नारा लेखन का प्रारूप स्पष्ट करते हुए उन्हें पृथ्वी दिवस से संबंधित नारा - लेखन कराया गया | मजदूर दिवस से संबंधित नारा - लेखन भी कराया गया | कविता - दीवानों की हस्ती को कराने का उद्देश्य स्पष्ट करते हुए उसकी संपूर्ण व्याख्या कराई गई | कविता की प्रश्नोत्तरी पर चर्चा करने के पश्चात कविता से संबंधित कुछ अन्य महत्त्वपूर्ण प्रश्न कराए गए | कविता से संबंधित गतिविधि कराई गई | वसंत पाठ्य पुस्तक के पाठ-३ बस की यात्रा का वाचन कराते हुए उसकी संपूर्ण व्याख्या कराई गई | पाठ से संबंधित महत्त्वपूर्ण प्रश्न भी कराए गए | व्याकरणिक विषय - विलोम शब्द , पर्यायवाची शब्द और अनेक शब्दों के लिए एक शब्द कराए गए | इन्हें कराने का मुख्य उद्देश्य छात्रों के शब्द भंडार में वृद्धि करना है | रचनात्मक लेखन के विषय विज्ञापन - लेखन और चित्र वर्णन का प्रारूप स्पष्ट करते हुए उसका लिखित अभ्यास कराया गया | अभिनय से एकीकृत करते हुए छात्रों को विज्ञापन से संबंधित अभिनय समूह बनाकर कक्षा में प्रस्तुत करने को कहा गया | सतत विकास लक्ष्य - १३ जलवायु कार्रवाई से एकीकृत करते हुए उन्हें चित्र वर्णन का लिखित अभ्यास कराया गया | ग्रीष्मकालीन गृहकार्य पर चर्चा की गई |

​"Photography is the beauty of life captured." In ICT classes, the students learned Photoshop. They learned different features of Photoshop, such as selection, cropping, combining images, applying blur effects, using different color options, and using retouching tools to remove spots and stains. They learned about Photoshop tools by identifying and recognizing different tools, and they also discussed the uses of these tools.

अप्रैल - मई , 2023 कक्षा – अष्टमी अव्ययशब्दा: सर्वनाम शब्दरुपाणि – तत् , एतत् , किम् , अस्मद् –युष्मद् हलंत शब्दरुपाणि - सकारान्त , तकारान्त , नकारान्त अजंत शब्दरुपाणि - अकारान्त , आकारान्त, इकारान्त , ईकारान्त , उकारान्त ऋकारान्त - मातृ – पितृ धातुरुपाणि - कृ, भू अस् , नी , दृश् , दा , पा- (लट्-लृट्-लङ्लकारे) पाठ १ – अस्माकम् विद्यालय: पाठ २- चंद्रगुप्तस्य न्याय: ‘नैतिक शिक्षा और पर्यावरण’ विषयवस्तु से समायोजित कराते हुए सभी के जीवन स्तर में सुधार लाना’ की भावना को स्वीकारते हुए छात्रों ने ईश प्रार्थना के द्वारा पठन – लेखन का कार्य उत्साहपूर्वक प्रारम्भ किया । परियोजनात्मक शिक्षण (Project base learning) के रूप में दृश्य-श्रव्य सामाग्री के माध्यम से पुरुषार्थमयता से संबंधित जानकारी प्राप्त कर छात्रों ने अपनी क्षमता अनुसार विचारभिव्यक्ति प्रस्तुतीकरण किया । संस्कृत – शब्दकोश में वृद्धि करते हुए अव्ययशब्दों का सम्यक ज्ञान प्रदान कर पदपरिचय में निपुणता प्राप्त कराया गया । हलंत शब्दरुपाणि - सकारान्त , तकारान्त , नकारान्त, अजंत शब्दरुपाणि - अकारान्त , आकारान्त, इकारान्त , ईकारान्त , उकारान्त ऋकारान्त - मातृ – पितृ , धातुरुपाणि - कृ, भू अस् , नी , दृश् , दा , पा का लिखित और अनुप्रयोगात्मक अभ्यास कराया गया । पाठ १ – अस्माकम् विद्यालय:’ के माध्यम से के माध्यम से नाट्यांशावबोधन कराया गया । पाठ २- चंद्रगुप्तस्य न्याय:’ के माध्यम से गद्यांशावबोधन कराया गया। अंतर्विषयक- (नैतिक शिक्षा और साहित्य) सोच- समझकर साहस से परिस्थितियों का सामना करना । भाव पक्ष के साथ- साथ छात्रों ने स्वजीवन में कहानियों से सामंजस्यीकरण करते हुए मूल्यपरक प्रश्नों पर चर्चा की । साहित्यिक कल्पनाशीलता और सृजनात्मकता की योग्यता प्रदान करते हुए मौलिक ज्ञान प्रदान किया गया। ​

​The new session started with the enthusiastic Bhangra dance on the occasion of Baisakhi festival. Bhangra being one of the most energetic dance forms, it gives students the scope to push themselves to built their stamina and it is one of the best calisthenic exercise. Bhangra choreography was an amalgamation of rhythmic footwork and broad hand movements. The choreography was done in modern Bhangra style keeping the essence of the folk element intact.

Students were introduced to the famous contemporary artist Jamini Roy. Discussion was held on the artist's style of painting. Students learnt to create human forms by using various elements and principles of art. ​

​In connection with the Water-Heritage ITIHAS project, students were taken to a visit to the National Museum ,New Delhi .They visited the Harappa Gallery and watched a movie related to the Indus Valley civilization to understand the vastness and greatness of the empire. Also they learnt about the drainage system and the water conservation techniques followed by Indus valley people
They observed the exhibits consisting of pots, weapons, jewellery ,burial system etc. and made notes To enhance the for their reference. The program -coordinator of ITIHAS project interacted with students along with the team and conducted a Q/A session with them.

​The students were given the revision questions by chapter wise from all the chapters of final term examination. Extra questions based on Final syllabus were taught in the class with proper revision questions. Combination of two chapters were taken as Class test and proper written explanation were given to the students where they committed the mistakes and asked the students to revise properly. Common errors of the class test were revised in the class in the next day of revision and the students were asked to take the points of these notes in their class note book. Few questions were given as spot evaluation as the student were called on the board to solve the questions. The doubts clarification of the students was given importance in the class. Enrichment class were taken during school hours to pull out the remedial students. Doubts session before the examination were conducted through ONLINE/OFFLINE mode. Performance of the students of the final examination was satisfactory.

​Enrichment sessions were conducted for doubt clearing. Oral revisions were done in the class with the help of quiz, tests etc. Written revisions and revision worksheets were done in the notebooks. Revisions were conducted through open book tests, class tests etc. Students were explained about writing of elaborated answers. Internal assessment from Malgudi Days was taken. 

HISTORY:
The Revision of the final term syllabus was done by using different techniques.Written test were taken along with the open book test.Chapters were revised thoroughly and doubts were cleared.Techniques of writing answers and doing assertion reason questions were imparted. Revision worksheet,sample paper and blue print were discussed with students in detail.Map practice for history and geography was done in sync with the finnal term syllabus.
GEOGRAPHY:
The Revision of the final term syllabus was done by using different techniques.Written test were taken along with the open book test.Chapters were revised thoroughly and doubts were cleared.Techniques of writing answers and doing assertion reason questions were imparted. Revision worksheet,sample paper and blue print were discussed with students in detail.Map practice for history and geography was done in sync with the final term syllabus.
CIVICS:
The Revision of the final term syllabus was done by using different techniques.Written test were taken along with the open book test.Chapters were revised thoroughly and doubts were cleared.Techniques of writing answers and doing assertion reason questions were imparted. Revision worksheet,sample paper and blue print were discussed with students in detail.Map practice for history and geography was done in sync with the final term syllabus. ​

BIOLOGY:
Enrichment sessions in science was conducted for doubt clearing. Oral revision was done in the class and the students made several concept maps in their notebooks to revise the concepts of the chapter. The important diagrams were marked in their textbooks. The revision worksheets of all the chapters coming in Final Exam were shared and discussed with the students. Recapitulation of chapter concepts was done through Quizizz and Google Forms Assessments too. [IT Integration]. Reason -Assertion and HOTS Questions were practiced in detail so that the students could easily solve similar type of questions in the question paper. The students were explained the correct method of answering with the help of Blueprint and Sample Paper. The class tests were also conducted to prepare the students for the Final Examinations. Final exams conducted to assess the learning of the students.
PHYSICS:
With the help of enrichment session and oral discussion, students have cleared their doubts and understood the concepts. Students also revised the activities and diagrams. Recapitulation was done using NCERT Exemplar and worksheets for final term examination chapters.
CHEMISTRY:
The learners were continued to revise for their final term lessons, ‘Metals and Non-metals’ and ‘Combustion and Flame’ through interactive revision sessions like oral questioning and class tests. The revision worksheets were shared and discussed with the students. Blue Print and Sample Paper for the Final Examination was also shared with them. ​

व्याकरण में आ रहे विषयों का फिर से अभ्यास कराने के पश्चात उन विषयों की मौखिक और लिखित परीक्षा ली गई | साहित्य के पाठों का अभ्यास कराते समय छात्रों को उसमें आ रही दुविधाओं को दूर कराया गया | पाठों के आधार पर अति लघु और दीर्घ प्रश्न-उत्तर कराए गए | रचनात्मक लेखन के विषयों का लिखित अभ्यास कराया गया | ​

पुनरावृत्ति १- रचनात्मकम् – अनुवाद और चित्रवर्णन पुनरावृत्ति २- शब्दरूपाणि - तकारांत, इकारांत , ईकारांत, ऋकारांत धातुरूपाणि - लट्- लृट्- लोट्-लङ्- विधिलिङ्ग-लकार सर्वनामशब्दरूपाणि - तत् – एतत् -किम् -अस्मद्-युष्मद् पुनरावृत्ति ३- पठितावबोधन , पत्रलेखन वार्षिक परीक्षार्थ मौखिक-लिखित परीक्षा द्वारा पूर्णत: अभ्यासकार्य करा दिया गया है। ​

​Students were happy to participate in the discussion on vocabulary related to environment & nature. Culture & civilization was done as a recap with supportive videos. All topics related to the final examination were revised along with supportive documents. A revision worksheet covering all topics was also done during the class. An enrichment class was conducted to ensure that students practice well for the upcoming examination.

​"When you dance, your purpose is not to get to a certain place on the floor; it's to enjoy each step along the way." The month of February began with a new dance style -Indian lyrical contemporary- on 'Shiva strotam by Ashutosh Rana' song imbibing the spirit of divinity. We used freestyle body movements along with rhythmic foot movements to create a new choreography. They were also taught the basic levels of movements like adda and chowk. It is a good exercise for mind and body coordination, it also improves the body posture.

​Being engaged in music activities, students learn more than music content and skills. As with any creative endeavour, many thought processess, learning strategies, and ways of expression are refined and transferred to other aspects of life. Like other art forms, music offers unique experience from which a better understanding of the world can emerge. Students who are engaged in music programme have the opportunity to develop a comprehensive awareness, appreciation understanding of personal life experiences and events. Practiced Song: "Fight song" Christina Perri

​Understanding emotions rather than just feeling them is more crucial since it makes any job more easier and communication more effective. The end of this school year was focused on identification and imitation of simple and complicated emotions, learning the fundamentals of the stage and how to conduct oneself on and around it, with the idea of letting expression define what it means in terms of emotions in different settings. Nothing teaches more effectively than a task completed, thus they were instructed to create their own stories in collaboration with one another. By doing this, they were able to allow their imaginations run wild and free while fostering a sense of teamwork.

Chapter: Algebraic Expressions
Recapitulation of the previous year concepts on Algebraic expression was done though a short oral test. Revision was taken on the topic’s variables, constant, terms, coefficient of the variable and literal coefficient. Expressions, number line and expression, terms, factors and coefficients, Types of Algebraic expressions, like and Unlike terms, Addition and subtraction of Algebraic expressions, Multiplication of types of Algebraic expression were taught in the class with the help of NCERT Text Exercise questions.
What is Identity – Standard Identity, Applying identities.

Factorisation:
Introduction - Factors of natural numbers, Factors of algebraic expressions were taught in the class with the help of NCERT Text exercise questions.
What is Factorization? -Method of common factors, Factorization by regrouping terms, Factorisation using identities, Division of Algebraic Expressions, Division of a monomial by another monomial, Division of a polynomial by a monomial, Division of Algebraic Expressions Continued (Polynomial ÷ Polynomial) were discussed in the class with the help of NCERT Text Exercise questions and Extra questions.
Lab activity on Identity was explained and the students were asked to complete the work.

Chapter: Exponents and powers
The chapter was introduced with the concept map of “Laws of Exponents” and the students were asked to make a project on laws of exponents. NCERT questions were discussed in the class and the scientific Notation was explained with various questions on – Atomic mass of the element, earth distance from various planets, bacteria production, cell division. [Subject Integration: Science]

Chapter: Direct and inverse variation
Both the method of variations were explained with two different questions. [SDG 12: Responsible Consumption and Production] was given preference to solve the questions based on consumption and the students were asked to research on how to control the consumption of fossil fuel.

Chapter: Visualizing 3D shapes and Playing with Numbers
The students were given Winter break assignment to make a PPT on these topics and flip classes were conducted.
​

​“…Away from the world and its toils and its cares,
I’ve a snug little kingdom up four pair of stairs…..”
- William Makepeace Thackerey
The students enjoyed the theme of importance of collection of old memorable things while reading a beautiful poem ‘The Cane Bottom’d Chair’. They improved their Comprehension Skills by interpreting the poem along with the identification of poetic devices, rhyme scheme, etc. They enhanced their understanding by attempting the question answers along with critical appreciation of the poem in their notebooks. The emphasis was on understanding the Reference to Context questions. As a reflection, they presented some incidents from their treasure of memories in the class which helped them to work upon their presentation.
The students were assigned a reading comprehension task from the Communicate In English Book- 'The Tyger' by William Blake followed by a thorough discussion on endangered species.

“The only way to discover the limits of the possible is to go beyond them into the impossible.”
- Arthur C. Clarke
The learners continued to develop their concept of Prepositions and Conjunctions with an interactive session where how these two are used in different sentences was observed by the students. The learners found it more interesting and interactively grabbed the concept well. Keeping in mind the Bloom’s taxonomy, they were able to APPLY the use of Prepositions and Conjunctions and IDENTIFY them in their day to day conversation. Uses of since and for, prepositional phrases, coordinating and subordinating conjunctions were discussed with the help of a handout followed by the discussion of text book exercises.
The students were given an enrichment exercise and several live worksheets for extra practice.

“Description begins in the writer’s imagination, but should finish in the reader’s.”
- Stephen King
The concept of descriptive paragraph was introduced with the help of an interactive session in which the students discussed about the character traits of their favourite person keeping in mind the basic elements of descriptive writing. The concept was taken forward with the help of a handout in which samples of such paragraphs were discussed. After that, the students were given the task to write a descriptive paragraph keeping in mind a specific person and were also given a practice question on the famous Mathematician Euler [Subject integration: Mathematics]. The learners enthusiastically presented their work.

The students were assigned a reading comprehension task from the Grammarplus book.

HISTORY 
"Division as Pandit Jawaharlal Nehru puts it, is better than a union of unwilling parts"
-Partition of India

The chapter India After Independence was introduced to the students. They were taken back to the era of the last stages of the Indian Independence movement. As the clock struck midnight on August 15, 1947, celebratory shouts of freedom from the colonial rule were drowned out by the cries of millions frantically making their way through the corpse-littered landscape of nascent India and Pakistan. After more than one hundred years of British East India Company rule and an additional 90 years of the British Raj, the Indian subcontinent had finally achieved Independence. What should have been a moment of crowning triumph after years of anti-colonial struggle was indelibly marred by unimaginable violence and bloodshed. The students learned about the various challenges faced by India on the eve of Independence in the political, economic, and social spheres. The establishment of the constituent assembly and framing of the constitution was discussed. The students analyzed the various features of the Indian constitution like Universal Adult Franchise, Equality, and Social Justice. They linked these features to the constitutional provisions provided for the marginalized in India. The students were excited to learn about India's Foreign Policy since the time of independence and also India's relations with its neighbors. They researched NAM(Non-Aligned Movement), and SAARC(South Asian Association for Regional Cooperation) and their importance in the contemporary world. They reflected on the failures and achievements of India in the past seventy-five years.
GEOGRAPHY:
Industries: Comparative Case Studies
While connecting with the previous chapter Manufacturing Industries, the students focused on a few major industries of the world like the iron and steel industry, the textile industry and the information technology industry. They were able to compare Detroit and TISCO Iron and steel industry. They learnt that Detroit is an important centre of iron and steel production in the world which is located in Michigan State in the USA and Tata steel and Iron Company Limited (TISCO) was set up at Sakchi, now Jamshedpur, in 1907.
The students also analyzed Cotton Textile Industry of India and Japan. They were enthusiastic to learn that Ahmedabad lying on the banks of the river Sabarmati is often called the Manchester of India and is the second largest centre of textile in India after Mumbai. Whereas Japan is an industrial giant located in the eastern hemisphere. Osaka is termed as the Manchester of Japan.
The educator then enlightened the learners about the Information technology which means transferring, storing, developing and processing of information in a digital form. The students learnt that it also includes manufacturing, telecommunications system, computer softwares, hardwares and discussed various types.
They also discussed that IT industry of Bangaluru has developed at a tremendous speed and compared it with the Silicon Valley located in northern California in the southern part of San Francisco Bay (USA).
Questions and answers were also discussed.

Human Resources:
The topic was introduced while discussing the term Human resources and based on the prior knowledge of the students about distribution and density of population and factors responsible for the same like:-
• Physical factors
• Economic factors
• Socio Culture factors
A video was also shown to them for better understanding. They learned about population composition like:-
• Age structure
• Sex composition
• Literacy rates
• Occupational structure
The students also analyzed the factors responsible for Population Changes, Human resources and Economic Development.
Link: https://www.youtube.com/watch?v=zJTq2lNUWmg
Human Resources
https://www.youtube.com/watch?v=FPiPH_3fVlY
Population density
https://www.slideshare.net/svinodmadhu/class-viii-geography-6-human-resource-51331611
CIVICS: 
CH- The Role of Police and Courts
Powers of the President were discussed in the class in relation to the recent Presidential election.
https://www.youtube.com/watch?v=XKAD7lnVpAc

With the help of PPT, the students explained the accountability of the government to the common people, law making in India and its procedure, formulation of laws and changing of Controversial Laws. Learning about the working of the Government system at root level where the Police take charge of a criminal and punish him/her increased their understanding. The students were explained about how Police keep a record of crimes and how Judges are a part of this process. The students further enhanced their knowledge about a Fair Trial, role of Police, role of Public Prosecutor and role of Judge.

CH- Marginalised Groups and Social Injustice:
This was a very sensitive topic that was discussed with the students. They came to know about the marginalized section of the society and gained knowledge about- Who are called marginalized? Why are they given a category of MARGINALIZED?
The students enhanced their knowledge about marginalized groups in India, social and cultural justice for marginalized groups, protecting the rights of women, protecting the rights of minorities and laws protecting rights of dalits and adivasis. They also discussed about social and cultural justice and shared their views about right to equality, right to freedom of religion and cultural and educational rights. The students were able to analyze the steps taken by the government for protecting the rights of women and protecting the rights of minorities. The laws protecting rights of dalits and adivasis: Prevention of Atrocities Act, 1989- SCs and STs and Prohibition Act, 1993- Prohibition Of manual scavengers were also discussed.
https://www.youtube.com/watch?v=kOayGKYJbYA
​

​As the volume of data increases, so does the need for a database management system (DBMS). The students learnt about RDBMS - Apache Office -BASE. They created tables by different ways -Design, Wizard . They also did a practical of Queries which helped them in searching for and compiling data from one or more tables. They also learnt about forms, reports and table relationship.

संस्कृतम् , कक्षा- अष्टमी
दिसंबर, 2022 - जनवरी , 2023

अंतर्विषयक- भाषा विज्ञान , नैतिक शिक्षा
सतत विकास लक्ष्य - गुणत्तापूर्ण शिक्षा
विधा - संवाद और पाठवाचन
समन्वयीकृत – श्लोक भित्तिप्रपत्र सहित प्रस्तुतीकरण
गतिविधि – पाठ-१२. साहित्यसुधा संबंधी श्लोक भित्तिप्रपत्र
पाठ-१२. साहित्यसुधा – पाठवाचन , पद्यांशावबोधन और अनुवादात्मक विधि द्वारा अनुवाद कार्य का लिखित अभ्यास कराया गया । अनुप्रयुक्तव्याकरणम् - अनुवादम् - अनुवादात्मक विधि द्वारा इकारांत ईकारांत और तकारन्त शब्दरूप आधारित अभ्यास कराते हुए भाषाज्ञान दक्षता प्रदान करना। शब्दरूप – सर्वनामशब्दरूप - कारक / विभक्तियों का अनुप्रयोग करते हुए – चित्रवर्णन संबंधित अनुप्रयोगात्मक अनुवाद का लिखित अभ्यास कार्यपुस्तिका में कराया गया है । कक्षा-परीक्षा चित्रवर्णन , शब्दरूप – सर्वनामशब्दरूप , गद्यांशावबोधन और अनुवाद कार्य का लिखित अभ्यास कराया गया । रचनात्मकम् – मंजूषा की सहायता से वाक्य निर्माण सिखाते हुए चित्रवर्णन ,अनुवाद कार्य और पत्रलेखन आदि का लिखित अभ्यास कराया गया है। इकाई परीक्षार्थ पुनरावृत्ति कराई गई ।tr
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​The month began with a video song on Reflexive verbs as a recapitulation of the topic. A PPT was shared and discussed in class. The grammar topic Gerunds was presented with a PPT and discussed. With the help of the chapter “ Hace dos años que estudio español” the students learnt how to talk about how long they have been doing something. Q&A following the perifrase “ Hace + tiempo + que” were done in class. The students learnt vocabulary of professions and enjoyed the interaction where they have the opportunity to complete activities for their own.
https://www.profedeele.es/actividad/profesiones-trabajos/

​In January, the students learnt how to plan an outing with a friend for birthday and other events. They were taught to ask ones way in the city and ask for a specific information and to offer the same. They learnt to ask the whereabouts of an object and to find it.They also learnt how to describe their room.

​Warm Up exercises
Badminton: Scissor kicks, Gripping (forehand & back hand)
Basketball: Shooting, Rebound, Offensive and Defensive skills.
Football: Heading & throwing, Defense, Offense skills
Self-Defence: Neck grab, Hair grab, Punch
Gymnastics: Front roll, Back roll, Jump and stand position.
Cricket: Orthodox catches, Underarm throw and catch, Wicket keeping, Running between the wickets

“Children are not things to be moulded, but people to be unfolded.” – Jess Lair
 
Children’s day at Suncity School 37D was celebrated with a movie outing for the children. Movies are not only a source of entertainment. They are an immensely powerful medium that can educate and influence young minds, widening their canvas and helping them build a strong value system.
Understanding how one adapts to their surroundings and as friends how you are there for each other was the learning when students of Grades III – V watched the Disney movie ‘Lyle Lyle Crocodile’.
 
SuperHero movies never go out of style. Students of Grades VI to X watched the DC movie ‘Black Adams’ with their friends.
 
Loading up on movie treats with Popcorns & soft drink with a dash of chocolate completed the whole movie ensemble. 

Revision of UT2 The students were asked to prepare for UT-2. UT-2 syllabus was revised properly with the help of revision worksheet which was shared through "Teams". The common errors were pointed out in the class and made students realize their mistakes. Later, the answer scripts were given to the students to take home. Comparing Quantities- Role play on Comparing Quantities As introduction, we asked the students to prepare a business plan to share with the other students to buy their product(s). Ratios: “The relation between two numbers which shows how much bigger one quantity is than another”. Ratio was introduced to the students with the help of their real life situation and the NCERT textbook questions were solved in the class. Percentage: Conversion of percentage into value and vice versa were taught in the class with the support of NCERT text book questions and extra questions were asked to do as a practice questions from Oxford text book. Profit/loss, VAT (GST) and Sales Tax The chapter of profit and loss was started with oral test to check the previous year knowledge. The formulas of profit or loss percentage and discount were done with the help of concept map. NCERT text questions were explained and the students were asked to solve the problems on the Class Notebook. Compound Interest: The topic was removed keeping exam point of view in mind. Even though the basic questions based on Compound interest were introduced to the students. ​

“The capacity to learn is a gift; the ability to learn is a skill; the willingness to learn is a choice.”- Brian Herbert The learners continued to develop their concept of Active and Passive Voice with an interactive session where how a sentence is spoken in two different ways was observed by the students. The learners found it interesting and interactively grabbed the concept well. Keeping in mind Bloom’s taxonomy, they were able to APPLY the use of Active and Passive Voice and IDENTIFY them in their day to day conversations. All the uses of – “be, being and been” and rules to follow while changing a sentence from active to passive, special rules for interrogative and negative sentences were discussed with the help of a PPT followed by the discussion of textbook exercises. The students were given an enrichment exercise for extra practice. “Superstition is the religion of feeble minds.”- Edmund Burke The students were assigned a reading task from the supplementary reader 'Malgudi Days'. They were briefed about the chapter 'Cat Within' on the basis of which they had to write the events of the story based on the analysis of traits like superstition, tradition, honesty, fear, selfishness and acceptance. They were able to sum up with their own views and comments about the story. They were able to write the answers independently after a discussion in the class. The students were introduced to 'Article Writing' and discussed how an article is different from a regular paragraph. They discussed the format together. The hints were explained and they were guided how to elaborate on them. The handout for the same was also shared. Students attempted to write on a topic after referring to an exemplar. They had to read an article from the local newspaper or NIE and share it during the next lesson. In literature, the learners interactively discussed the theme of the poem – ‘The Cane Bottom’d Chair’. The students could relate the poem with their own memories where they remembered their childhood days with an interactive session on their favourite belongings. The learners were able to answer the RTC questions well with a clear understanding of the rhyming scheme, poetic devices used in the poem. The learners revised the syllabus for UT-2 very well with the help of class revisions, discussion of blue print(sample paper) and practising Grammar and literature through an open book test. Video links: https://www.youtube.com/watch?v=GoPmc0syzAA ​

Geography
UT Revision was done in the class. Geography: Manufacturing Industries A new chapter was taken up for the session based on Agricultural Practices and Major Crops, Manufacturing Industries is the chapter that is based on manufacturing of raw materials like crops into finished products. The classification of industries on the basis of investment and raw material. The students were interested to discuss the types of industries that exist and contributed in the development. The concept clarification was done with the help of using PPT, videos and class notebook on teams. At the end of the chapter, chapter-end exercise was discussed. https://www.youtube.com/watch?v=wot9DFzFRLU https://www.youtube.com/watch?v=d3d2rULZXWQ https://www.youtube.com/watch?v=daeuF3J2IZo ​

Physics
UT- II Preparation: The students practiced revision worksheets and sample papers for their UT-II. Chapter -16 Based on prior knowledge, students recapitulated reflection of light and laws of reflection. They observed the laws of reflection in the Physics Lab through an activity using plain mirrors. Based on the knowledge of image formation, students listed the characteristics of an image formed by a plane mirror when (a) an object is a point source of light (b) when object is an extended source of light. In addition, the students discussed different types of sources of light and distinguished between luminous and non-luminous objects. With the help of lab activity, students observed the formation of multiple images when mirrors are inclined at different angles and they were able to find out the applications of multiple image formation in real life for example, Kaleidoscope. Students listed the usage of plane mirrors in different areas of real life. In addition, the students also understood the significance of refraction of light with the help of a lab activity.

Chemistry
​The lesson Metals and Non-metals was continued in this month. Students learnt about different chemical properties of metals and non-metals like reaction of metals and non- metals with oxygen, acids and water with the help of lab experiments followed by a discussion of a set of questions. The reactivity series of metals was introduced to them in the form of mnemonics where they actually enjoyed while learning the names of metals easily. A peer-teaching activity was also designed where they taught the topic of reactivity series to their peers followed by the discussion of review questions to check their understanding. At the end, the properties of metals and non-metals were also recapitulated through oral questions. Links: https://www.youtube.com/watch?v=ksDG7Tq5pns

छात्रों को गुंजन पाठ्य पुस्तक के पाठ - मेरा नया बचपन पढ़ाया गया | पाठ की संपूर्ण व्याख्या करने के पश्चात पाठ की प्रश्नोत्तरी पर चर्चा की गई | छात्रों को कविता के किसी एक पद्यांश को कंठस्थ करके कक्षा में सुनाने को कहा गया | कविता को कराने का मुख्य उद्देश्य छात्रों को अपने बचपन की खट्टी - मीठी यादों से रूबरू कराना था | इकाई परीक्षा -2 में आ रहे विषयों का लिखित अभ्यास कराया गया | व्याकरण संबोध के विषय - मुहावरे , अनेकार्थी शब्द कराए गए | कला से एकीकृत करते हुए मुहावरों से संबंधित गतिविधि कराई गई | व्याकरणिक विषय अर्थ के आधार पर वाक्य भेद कराए गए | व्याकरणिक विषयों को कराने का उद्देश्य छात्रों को भाषागत जानकारी देना और उनके शब्द - भंडार में वृद्धि करना है | ​

गतिविधि - विदेशेषु संस्कृत शिक्षणम्' आधारित अन्वेषणात्मक चर्चा करते हुए जानकारी प्रदान की गई। पाठधारित पाठवाचन,शब्दार्थ, भाषिककार्य, प्रश्ननिर्माण और अभ्यासप्रश्न करते हुए गद्यांशावबोधन सिखाया गया। विदेशेषु संस्कृत शिक्षणम्' पाठ का संवादपूर्वक अर्थ सहित स्पष्टीकरण कराया गया। स्पष्टीकरण सहित लिखित अभ्यास और चित्रवर्णन आदि कराया गया है। सतत विकास लक्ष्य - गुणत्तापूर्ण शिक्षा विधा - संवाद और पाठवाचन समन्वयीकृत – सहित प्रस्तुतीकरण गतिविधि – वसुधा एव कुटुंबकम्' संबंधी भित्तिप्रपत्र तकारान्त पुल्लिंग- स्त्रीलिंग भवत् शब्दरूप का अनुप्रयोगात्मक रूप में संभाषण विधि द्वारा अभ्यास कराया गया। धातु - और अर्थ संबंधी [द्र्श् , दा, पा, स्था, भू, अस्, कृ , स्मृ , नी, गै, पठ् , क्रीड् , नृत् , गै ] आदि की पुनरावृत्ति लिखित रूप में कराई गई । अभ्यापत्र द्वारा रचनात्मक अनुवाद और चित्रवर्णन का अभ्यासकार्य दिया गया। ​

In November, our goal was to make the students more comfortable reading the language with ease, so more of lesson reading was included. They were introduced to different seasons of Europe. Direct object pronouns were done elaborately with the help of worksheet and workbook pages. Children were also introduced to expression of feelings, where they learnt to express their disappointment/delighted expressions. To enhance the topic, more exercises were done from the textbook. Students participated enthusiastically during the interactive game session where instructions were given in French. https://youtu.be/F4pUS8kiJZc ​

​In the month of November, the students revised the conjugation of the verbs "Ser & Estar" in Present Tense and the acronyms followed in order to remember when to use them as the meaning of both is 'to be'. The class learnt how to differentiate the use of "Estar" and "hay", 'there is' and 'there are', in sentences. The topic "Estar+ gerundio" Present perfect in Spanish was introduced with pictures of people engaged in different activities followed by brainstorming. After discussing grammar, the students practiced the topic with a picture description activity.

Mode of transport realistic drawing Students studied basic shapes, and eye level. Students made a box in 10 different angles. Students learnt the conversion of 2D basic shapes into 3D using light and shade technique. ​

​Project Goal: Space exploration has become critical for human existence & evolution. Commercialization of the space market opens up doors for independent space enthusiasts and entrepreneurs. Rockets are the most important part of this industry. Our aim is to start our journey into space-tech by studying how to achieve stable rocket flight by building a model rocket system
Project description: The project was aimed towards developing fundamental skills of rocketry in the learners so as to enable them for future opportunities arising with the ever-growing industry of government as well as private space-tech organizations.
During the project, learners worked collaboratively in a team to achieve a common project goal based on the inquiry — How to achieve a stable rocket flight by building a model rocket system. The journey encouraged learners to learn and apply concepts of physical and mathematical sciences
— center of gravity, center of pressure, graphical scaling and geometry, laws of motion, and more. The project also created opportunities for learners where they built and demonstrated critical thinking, scientific thinking, and information literacy skills.

Indian National Movement
The chapter was introduced by creating a link with the Revolt of 1857 where the base was created to understand the Indian National Movement and the further events that took place in India during the course. With the help of videos and PPT, the events of the Indian National Movement were understooed and talked about.
https://www.youtube.com/watch?v=-sw19FyG2oY
https://www.youtube.com/watch?v=55wz6Iq2d9Q
The educator discussed and enlightened the student on the formation of Indian National Congress and the two groups known as Moderates and Radicals, Partition of Bengal, Swadeshi and Boycott Movements, arrival of Mahatma Gandhi, Jallianwala Bagh Massacre and the Rowlatt Act.
Project Activity: The students were given a project activity to make a PPT on Women, Caste and Reforms and present the same in the class. [IT Integration]
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Python is easy to learn since it has a simple syntax that makes it suitable for learning programming as a first language. During the process of learning Python, the students learnt advanced coding using Operators, Algorithm, Flowchart and conditional statements. They learnt about the installation process, features, working modes and data types of the Python language. They realised that any task they perform in their daily routine consists of three steps – Input, Processing and Output. This chapter helped them to perform all these operations with the help of Python programs.
https://www.youtube.com/watch?v=V_Eds34UVCs
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After the Half Yearly examinations the students learnt how to buy tickets at the cinema, Chapter “Dos entradas por favor”.
The verb “Querer” to want was introduced to the class with a video song HA ASH “No te quiero nada” which they thoroughly enjoyed. A video of the famous festival "La tomatina" was enjoyed by the students at the introducution of the chapter: “Es genial”. A pair activity was done where the students described an event in present tense. In the chapter: “¿Qué hiciste el sábado?” the class recapitulated Preterite tense describing an event in the past.
Link: Video song HA ASH “No te quiero nada”
https://www.youtube.com/watch?v=L2UA8aUmw4k
Link: Video on La Tomatina festival:
https://www.youtube.com/watch?v=T1mhNddn83M
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​Durga Puja, also known as Durgotsava or Sharodotsava, is an annual Hindu festival originating in the Indian subcontinent which reveres and pays homage to the Hindu goddess Durga and is also celebrated because of Durga's victory over Mahishasur. Students learnt to dance to the tunes of Durga Stuti in classical dance style through various mudras, postures and various expressions on the song- Ya devi sarvabhuteshu.

​"When you dance, your purpose is not to get to a centain place on the floor; it's to enjoy each step along the way."

The session began with a new dance style- Dandiya on 'Moti Veerana' song imbibing the spirit of love and devotion and giving them a basic importance and significance of Navaratri. We used freestyle body movements along with hand gestures and rhythmic foot movements to create a new choreography. They were also taught the basic levels of body like plie and releve. It is a good exercise for mind and body coordination, it also improves the body posture.

​सितम्बर माह में छात्र छात्राओं द्वारा की गई गतिविधिया:

गायन अभ्यास: शुद्ध स्वर अलंकार
राग, गीत - इतनी शक्ति , हमको मन की शक्ति , दुर्गे दुर्गे नवरात्री गीत
प्रयोग हुए वाद्य: तानपूरा, ऑडियो ट्रैक
गायन तकनीक: गायन के अभ्यास की बुनियादी तकनीक, प्रतियोगिता में प्रस्तुति के महत्वपूर्ण बिंदु

​As an introduction to the Western Classical era, students were exposed to some famous composers such as Lud Van Beethoven, Igor Stravinsky and Wolfgang Amadeus Mozart, and their respective work. Ear training and harmonic exercises of Western Solfage were done introducing the pentatonic scale along with the major and minor and melodic minor notes.

​Suncity School 37D celebrated India’s 75th Independence Day with immense respect and strong patriotic feelings. 
The Suncitizens extended a warm welcome to the Honourable Chief Guest, the Director General of Haryana Institute of Public Administration, Red. DGP Ranjiv Singh Dalal. Members of the Management at Suncity School 37D also graced the occasion.
The flag hoisting ceremony set the tune for the rest of the program. The cultural program commenced with a wonderful rendition of the song Vande Mataram by the school choir. It was followed by a splendid dance performance. The students instilled the importance of self-defence and showcased their Judo skills which left the audience awestruck and inspired. This was followed by the glorification of India in the ancient language, Sanskrit. A grand and graceful fusion dance performance on the song 'Aye mere Watan ke logon' struck a strong emotional chord among the audience. The program culminated with the address and motivating words of the Chief Guest, which enthused and enlightened the students. The Principal in her address urged the students to instill discipline in themselves in order to be successful.
Budding author Arshya Prinjal and artists Navya Shankar and Triman Kaur Mullay, all 7th graders, presented their respective works to the Chief Guest.
Grade IX and X students, in their endeavour to honour and recognize the work and importance of the entire school support staff, initiated SEWA and served refreshments to them. They were also given a tricolor each to hoist in their houses in order to spread the message Har Ghar Tiranga.

गुंजन पाठ्य पुस्तक के पाठ - रथचक्र का उद्देश्य स्पष्ट करते हुए उसकी संपूर्ण व्याख्या कराई जाएगी | पाठ की प्रश्नोत्तरी पर चर्चा करने के पश्चात सतत विकास लक्ष्य - ४ गुणवत्तापूर्ण शिक्षा से एकीकृत करते हुए गतिविधि कराई गई | व्याकरणिक विषय क्रिया और काल की परिभाषा देते हुए उसके भेदों से अवगत कराया गया | उपसर्ग - प्रत्यय की परिभाषा देते हुए उसके भेदों के बारें में बताया गया | रचनात्मक लेखन के विषय अनुच्छेद - लेखन , अनौपचारिक पत्र - लेखन और विज्ञापन लेखन का प्रारूप स्पष्ट करते हुए उसका लिखित अभ्यास कराया गया | ​

“There are three responses to a piece of design – yes, no, and WOW! Wow is the one to aim for.” The students, in ICT class learnt advance tags of HTML and designed Web Pages. They learnt to add images, videos, audios, links and frames to make their webpages more presentable and impressive. Students created a Website on Ramayana and displayed different Kaands. ​

पाठ: अस्माकं पर्यावरणम् और पाठ २- अन्ताराष्ट्रीय: योगदिवस: - संबंधी पाठवाचन , गद्यांशावबोधन , अभ्यासप्रश्न, भाषिककार्य पदपरिचय , पृच्छ् , दृश्, क्षिप् , विन्द् धातुरूपों के लट्- लृट् लोट् लङ् लकार , इकारांत और ईकारांत शब्दरूप आदि की अभ्यासपत्र द्वारा स्पष्टीकरण सहित अनुप्रयोगात्मक अभ्यास कराया गया । मौखिक मूल्यांकन द्वारा व्याकरणिक अभ्यास कराया गया । पत्रलेखन का अनुवाद विधिपूर्वक अभ्यासपत्र द्वारा स्पष्टीकरण सहित अभ्यास कराया गया । ​

The class began learning about Cuba as a continuation to the last month topic Economic and Social issues of the Spanish speaking country . This time the class learnt about the famous places, music, sports and weather. The topic of Movies was introduced with a Trailer of a Spanish animated movie "Metegol". The students practiced in pairs, how to make a call inviting a friend to a cinema. The class learnt different type of movies and adjectives to describe them. The students expressed their likes and dislikes using the verbs Gustar and Preferir. A Half Yearly Revision worksheet was shared on Teams and discussed in class. https://www.youtube.com/watch?v=o_o9jtsXTwI

​UNDERSTANDING QUADRILATERALS :
The chapter helped the students to revise the concept of Polygon and the types of Polygons and their names. The students were asked to make important notes on Interior and Exterior angles of an "n" sided Polygon. The relation between the exterior angles and the sides of the polygon was explained to the learners. Also they understood how to calculate Angle Sum properties and the number of Diagonals of the "n" sided polygon using the Formulas.
The Types of Quadrilaterals and its properties about sides, angles and diagonals were explained with help cut outs of various types of Quadrilaterals. The students were asked to make a presentation on the given topic and convex and concave Quadrilaterals.
LAB ACTIVITY: ANGLE SUM PROPERTY OF QUADRILATERALS, EXTERIOR ANGLES
The students were asked to bring the cutouts of Quadrilaterals to understand the Angle Sum Property and the Exterior angle Sum Property of Quadrilaterals, Pentagon, etc. The students very enthusiastically did the activity in their lab Manual.
Performing Arts: Integrated with Drama on "Meet the Curves"
The students enacted as Rectilinear and Curvilinear Figures and recited their properties.
Exercises of NCERT Text Questions:
NCERT Exercise Questions were discussed in the class and Extra questions were given for practice to enhance their visual and spatial skills.
With the help of all the hands-on activities, the students were able to understand the concepts of "n" sided polygons.

Chapter: Micro-organisms - Friends or Foe
The students revised the five types of micro-organisms and their characteristics with the help of a mind map. They also watched the Slides of Bacteria, Fungi and Algae under the Microscope [Lab. Activity]
The students were given a Home Assignment wherein they took 4-5 teaspoons of wheat flour in a bowl with a pinch of yeast powder and knead it with the help of some water. After 2-3 hours they observed that the dough had swelled up. This activity helped the students to understand that swelling of dough is due to Carbon dioxide gas which is produced when yeast reproduce and multiply. Many students shared their pictures while doing this hands-on-activity.
The usefulness of micro-organism in our lives was explained through multiple concept maps by the teacher. The students performed an easy activity of making curd at home to show the presence of Lactobacillus bacteria. The concept map of nitrogen cycle was drawn in the notebooks for better understanding of the concept.
The various microbial diseases caused in human beings, causative agents, modes of transmission and general preventive measures was explained to the students.
https://www.youtube.com/watch?v=v1s5aF-zPo0
The learners made a flowchart of human, animal and plant diseases caused by Micro-organisms based on the learning.
The various methods of food preservation were discussed through an activity where different samples of jam, pickles, etc. were shown to the students and told about a particular ingredient in each which helps it to stay fresh for a longer period.
The students wrote a short note on the Role of Microbiology in Sustainable Development [SDG 12]. They also researched and prepared a report on why antibiotics should not be overused [SDG 3].
They also made a vaccination chart and listed the vaccines that they have taken for different diseases from birth to 10 years [SDG 3].
PHYSICS: 
Chapter : Friction
With the help of bat and ball activity, curosity was developed among the students about a concept and based on their observations, the students were able to identify the topic as "Friction". With the help of a diagram and examples of objects shown and discussed, the students understood the cause of friction. By observing the movement of different objects and in different modes in the class (like table-chair movement, inclined motion of pen and duster, inclined motion of ball, motion of a drawer with rollers, etc.) students were able to understand three types of friction : static friction, limiting friction and kinetic friction (sliding and rolling friction). Based upon their observations from the activities, the learners were able to explain "why rolling friction is always less than sliding friction". Students discussed the following among themselves in class:
1. Ways to increase friction
2. Ways to reduce friction
3. Friction is a friend ( Advantages )
4. Friction is an evil ( Disadvantges)

Student presented their discussion beautifully by depicting it as Posters on A3/A4 sheets.
CHEMISTRY
​The learners began with a new chapter, Coal and Petroleum in which they classified the natural resources into exhaustible (non-renewable) and inexhaustible resources (renewable resources) of energy by recalling the names of natural resources which are available in limited quantities and can be exhausted by human activities.
They learnt about the importance of natural resources in their lives and also why it is necessary to conserve natural resources by sharing their views [SDG 7 Affordable and clean energy] through group discussions. They came up with wonderful ideas like reducing, reusing, recycling, and composting.
They located the regions of coal mines on maps of India. Further, they also brainstormed their minds through the Think, pair, and share model where they collaboratively work to research on formation and types of coal. Each pair presented their research work in the form of a slideshow. They also learnt about the Destructive Distillation of Coal through Listening and Summarizing activities. A video on the same was shown to them wherein they noted their observations regarding the products obtained in the process. They were also assessed on the same on the basis of completing a worksheet in the class.
Further, the topic “Extraction and Refining of Petroleum” was discussed with them with the help of an informative video.
https://www.mapsofindia.com/maps/minerals/coal-mines-map.html
https://www.youtube.com/watch?v=-fRjZhvC40E

​पाठ्य - पुस्तक के पाठ - जीवन का लक्ष्य कराया गया | पाठ को पढ़ाते हुए उसकी छात्रों से उनके जीवन के लक्ष्य के बारें में चर्चा की गई | चर्चा को और रोमांचक बनाने हेतु उनसे जीवन के लक्ष्य को लिखकर और एक दूसरे से पढ़ने को कहा गया | पाठ की संपूर्ण व्याख्या करने के पश्चात पाठ की संपूर्ण प्रश्नोत्तरी पर चर्चा की गई | सतत विकास लक्ष्य - लक्ष्य हेतु भागीदारी से एकीकृत करते हुए उन्हें गतिविधि कराई गई | गुंजन पाठ्य पुस्तक में रचित कविता - रंग जाती एक ऋतु का वाचन कराते हुए उसकी संपूर्ण व्याख्या कराई गई | कविता कठिन शब्द , शब्दार्थ और पाठ की प्रश्नोतरी पर चर्चा की गई | सतत विकास लक्ष्य - जलवायु कार्यवाही से एकत्रित करते हुए कुछ महत्वपूर्ण प्रश्न कराए गए | व्याकरणिक विषय संज्ञा , सर्वनाम , पर्यायवाची शब्द और मुहावरों का मौखिक और लिखित अभ्यास कराया गया | इससे छात्रों के शब्द भंडार मेन वृद्धि हुई | रचनात्मक लेखन के विषय - अनुच्छेद - लेखन का लिखित अभ्यास कराया गया | भाषा - सप्ताह के अंतर्गत छात्रों को कला और संगीत से एकीकृत करते हुए रंग - जाती एक ऋतु कविता के आधार पर गतिविधि कराई गई |

​अंतर्विषयक – पर्यावरण की महत्ता, उपयोगिता , सुरक्षा आदि विषय पर चर्चा कर भाषा ज्ञान के साथ-साथ शारीरिक स्वास्थ्य और पर्यावरण का संबंध स्पष्ट करते हुए छात्रों का अंतर्विषयक परिचय कराया गया । परियोजनात्मक शिक्षण (Project base learning) के रूप में दृश्य श्रव्य सामाग्री के माध्यम से योगा संबंधित जानकारी और जागरूकता प्रदान की गई । छात्रों ने अपनी क्षमता अनुसार विचारभिव्यक्ति प्रस्तुतीकरण किया । पाठ ३- अस्माकम् पर्यावरणम् , गद्यांशावबोधन, शब्दार्थ लेखन-अनुप्रयोग , • तत् , एतत् , किम् ऋकारान्त - मातृ , पितृ – पुनरावृत्तिशब्दरुपाणि- इकारांत – मुनि,- मति , ऋकारान्त - मातृ , पितृ – पुनरावृत्ति , धातुरूपाणि लङ्लकारे - कृ , अस् , पृच्छ् , वाञ्छ् आदि कार्य को तालिका के द्वारा उपपदविभक्ति प्रयोग के साथ समायोजित कर अनुवादकार्य का अभ्यास किया।

​The month began with a revision on Preterite tense through an interactive game. The class learnt more about holidays in the past tense with the help of the chapter: "Mis vacaciones del año pasado". The students wrote their own paragraph in the notebook. As part of the 3rd Language and Performing Arts week, the students watched a video on economic and social issues in Cuba and asociated it with the SDG2 Zero Hunger follow by a general class discussion. A video on Cuban Salsa was watched in the class and the students attempted the basic steps of the Latin American rhythm.
Interactive game link:
https://arche-ele.com/el-preterito-indefinido-verbos-regulares-ele

The session restarted after the break with a mime on common ailments, wherein students revised the names of common ailments and their remedies. This was followed by a dative w-question "Wem (Whom?)" used with dative verbs like "weh tun (to hurt)", "es geht ((how) is it going?) and "fehlen (to be wrong)" etc. In addition to this the students learned to form dialogues and answered the questions related to a given comprehension. Students then learned the dative verb "schmecken (to taste)" and to form imperative forms of the personal pronoun"du", "ihr" and "Sie" with the help of the conjugation of few verbs. After practicing dialogue writing with imperative sentenes the students enjoyed doing a role play on drama named "Die Kuh Elsa ist tot! (The cow Elsa is dead)". They also watched a video on the same.
https://www.youtube.com/watch?v=lI1C_q8QOVU
​

History & Civics : The history lesson started with a discussion on "Why learning history is important". The students gained knowledge about the periodization of history. They prepared a timeline of modern history and also understood the various political developments in the Modern period. The various sources of modern history were explained through a video. An oral assessment of the chapter When, Where, and How was conducted. The civics chapter Indian Constitution was introduced with an activity to 'compare Democratic government and Monarchy'. The students developed an understanding of 'The Constitution .
​They were asked to decode the Preamble which is the first part of our constitution. Discussion on Fundamental rights and their importance. The features of the constitution were explained with a flow chart. The students were asked to collect some amazing facts about our constitution. Salt satyagraha, Dowry Prohibition Act, and the Anti-liquor campaign were discussed and explained through videos and pictures.
Link:https://youtu.be/vjdQYSFybC8
The history lesson 'From Trade to Territory' was introduced with a discussion on the various colonial powers. Roleplay on various colonial powers was conducted by students. They learned about the rivalries and wars among the trading companies through videos and pictures. The three Carnatic wars, Battle of Plassey and Battle of Buxar was discussed. The students gained knowledge on the Subsidiary alliance through a video. They prepared a timeline of various events in Modern history. The students were divided into teams and were asked to prepare charts on the topics covered. Map work was discussed in class, various Portuguese, French and English settlements, and the places where the subsidiary alliance was introduced. Links: https://youtu.be/OPJdZm1IN-Q.,
https://youtu.be/ojSfPZjIgOU,
https://youtu.be/fvvCVUkw1Is
Geography : Chapter -1 Resources Chapter was introduced using "Think and share strategy" using an image Students observed things around them and tried to identify different things and then think about the raw material of that object . A mind map was made on the white board explaining and categorizing the different types of resources and their usage . A video was shared as flipped teaching resource for more clarity.
https://www.youtube.com/watch?v=6pbdqm40KFw 
Chapter- 2 Resources-Land Topic was introduced with inquiry based approach. Questions were asked to understand the importance of land in our life as a resource. Students made a list of all the things obtained from the land .A mind map was made and discussed with the students to understand the important factors governing the uses of land. Students discussed and shared the problems and limitations of usage of land as a resource.

“Photography is the beauty of life captured.” The students , in ICT classes learnt Photoshop in theory and Photopea in practical. They learnt different features of Photoshop like selection, cropping, combining the images, blur effect, different color options, retouching tools for removing spot and stains. They learnt Photoshop tools by recognising different tools and they also discussed the used of these tools. ​

​The new academic session began with the introduction of new admission students and with a quick recap of three types of verbs. Grammar topics: Adverbs, Adjectives, Imperative tense, Pronouns, Telecommunication were taught with supportive study materials like word documents and PPT. Past tense was also introduced with avoir and a worksheet was also solved to emphasize the topic

The new academic session began with a video on weekend activities. Revision of basic grammar was conducted in class. The students learnt about places of interest in Spain and expressions of weather.The class learnt verbs related to the topic Holidays. ​

​The new academic session started with students introducing themselves in German using the phrases and vocabulary already learned. They were then introduced to the vocabulary on parts of the body and their singular and plural forms and a short text describing one's wellbeing. After a quick revision of indefinite articles (accusative case) students learned to name common ailments and remedies and the verb "weh tun". and "fehlen" They further got to know about the personal pronouns in dative case and practiced short dialogues using dative verbs "weh tun" and "fehlen" and dative personal pronouns. They also came across the accusative and dative interrogative pronoun "Wen? (Whom?)" and "Wem? (Whom?)".

​गायन अभ्यास: शुद्ध स्वर अलंकार ।
राग,गीत - माई री लोक गीत , सरस्वती वंदना, राग खमाज। 
प्रयोग हुए वाद्य: तानपूरा, ऑडियो ट्रैक ।
गायन तकनीक: गायन के अभ्यास की बुनियादी तकनीक, प्रतियोगिता में प्रस्तुति के महत्वपूर्ण बिंदु ।
विशेष गतिविधि- छात्र छात्राओं ने इंटर स्कूल गायन प्रतियोगिता मे हिस्सा लिया तथा बहुत ही अच्छा प्रदर्शन कर विजयी भी हुए।
सन्दर्भ वीडियो लिंक:
​https://youtu.be/vrRYjch3UT8 https://youtu.be/IMcLvbNGJ_E ​