UKG Curriculum Overview Unit 4 Central Idea: Patterns are all around us in the natural and man-made world. Transdisciplinary Theme: How We Express Ourselves Key Concepts: Form, Function, Connection Transdisciplinary Skills: Research skills: observing. Thinking Skills: analysis. Learner Profile Attributes: Inquirer, Reflective, Thinker Attitudes: Creativity, Confidence Subject Area Unit of Inquiry Assessment Tasks Students will: - design and create a bird picture, using real feathers and palm printing. Write about the colour and pattern choices they have made. - design tile patterns using clay - create a ‘seasons booklet’, showing what we find, wear, eat in each of the four seasons Key Objectives Lines of inquiry:  Patterns around us in nature  Different ways people have used patterns  Creating our own patterns Example Activities Students will: - sort and arrange objects and make patterns with them - identify different patterns such as, spot, stripes, zig-zags, waves, spirals - will make patterns using 3D objects such as beads, maths manipulatives etc. - understand the pattern of day and night, seasons through craft activities and role plays - identify patterns found on animal fur, feathers etc and make - identify patterns we find in the home, on clothing, decorations - make a mehendi design - make a rangoli pattern Key Vocabulary Pattern, spot, stripe, ziz-zag, spiral, waves, day, night, sun, moon, stars, seasons, fur, feather, clothes, decorations, mehendi, rangoli. English Students will: - independently select and write appropriate words or phrases to describe patterns that they have learnt about - learn and remember the words to action rhymes and perform them in front of an audience - listen to and select end sounds of words Maths Students will: - be regularly observed on their performance in minitests and assessments on concepts covered. -do addition & subtraction, observe patterns and identify shapes. - Various physical counting games Key Objectives:  to identify word end sounds when heard and written  to select and correctly write word end sounds  to develop observation and imitation skills of words heard and written  to perform action rhymes to an audience  to continue to build up a repertoire of stories Listening: students will identify end-of-word rhyming sounds. They will continue to listen to stories read to them and identify various features Speaking: students will learn rhymes which have a definite pattern and will perform them to an audience. Viewing: Students will identify and count straight lines sleeping lines, slanting lines found in letters, common words and numbers Presenting: students will continue to develop their handwriting and colouring skills. Reading: students will continue to read various stories and poems. They will be able to identify the phonic end sound while reading. Writing: students will create sentences using word cards, clay and writing. They will write words with rhyming end sounds Maths strand focus: Number: - practicing counting out loud from 1 - 100 - recognising written numbers - Sorting items, more, less, equal, big, small - practicing writing numerals from 1 to 100 - writing numbers in word form 30-50 - skip counting in 2s & 5s - simple addition & subtraction of single-digit numbers Patterns: - arrange shapes according to size - ascending order and descending order Rhyme, straight line, sleeping line, slanting line, end sound. After-before, between, big-small, circle, square, triangle, oval, semicircle, add, subtract, time, hour, minute Hindi Students will: -akshar se sambandhit chitro ka chart banana hai. Key Objectives: -shabdh ka phela akshar phechanna. Listening: shabdho ka phela akshar phechankar chitro se milana. -akaro (shapes) ke bare me jankari dena. Speaking: akaro ki aavriti, kavita -kavita bolna. Viewing: chitra dekhkar shabdo ko phechanna. -shabdh aur chitro ka Milan karna. -akshro ko vyavasthit roop se likhna. -lekhan vidhi. Aakar, gol, tribhuj, chaturbhuj, aanadakar, din-raat, ritu, suraj, chand. Presenting: chitra dekhkar abhinay karna. Reading: 2 akshro ka shabdh parna. Writing: swar akshar, vaynjan akshar likhna, khali sthan bharna, chitro ke sath akshar ka Milan karna, akshro ko vyavasthit roop se likhna, -maukhki: akshro aur awazo ko phechanna. Music Key Objectives  for students to explore ways of making sound patterns using their bodies and classroom instruments Students will: - create sound patterns with body parts and instruments - listen to and copy sound patterns Sound pattern, repeat, echo. Art Key Objectives:  for students to use a variety of media to explore patterns, including clay, powder paint, poster paint, collage, printing. Students will: - Create various craft items/displays using different media. Collage, clay, paint, print. Class 1 Curriculum Overview Unit 4 Central Idea: Materials have different properties which affect the ways they are used. Transdisciplinary Theme: How the World Works Key Concepts: Form, Change, Function Transdisciplinary Skills: Research Skills: Observing and Presenting Research Findings Learner Profile Attributes: Knowledgeable, Inquirer, Reflective Attitudes: Curiosity, Creativity Subject Area Unit of Inquiry Assessment Tasks Students will: - sort and categorise materials according to type - produce write-ups of scientific experiments including prediction, observation and evaluation. Key Objectives Lines of inquiry:  Properties of materials and their classification  Changing properties  Uses of materials - undertake a written test in which they have t select appropriate materials for particular items/uses English Students will: Key Objectives: Example Activities Key Vocabulary Students will: - go for campus walk and identify manmade and natural things - sort materials into different types according to their properties and classify them using graphic organisers - understand how different types of materials are used and processed to create items - understand the three states of matter through observation of items and images - do cooking activities so the students understand the change of states - understand reversible and irreversible changes and soluble/insoluble - identify magnetic and non-magnetic materials - develop the scientific skills of asking questions, predicting, observing and evaluating Absorbent, waterproof, evaporation, magnet, magnetic reversible and irreversible changes solid, liquid, gas, processed, manmade, natural, predict, observe, evaluate, metal, wood, rubber, plastic, paper, leather, concrete, soluble, insoluble. Listening: students will learn and use a variety of sound words such as ‘jingle’, ‘hammer’, ‘thud’. They Sound words, instructions, present - undertake a listening test on their understanding of instructions - write up scientific experiments with a focus on present and past tenses and correct spelling of new vocabulary - do individual read aloud assessments (one-toone) on an on-going basis Maths Students will:  Developing active listening skills through listening and identifying sounds, sound words and instructions  Developing skills of orally expressing their knowledge and understanding  Observing and using the combination of text and images provided in picture books to understand story elements  Building word skills through dictionary activities  Revision and consolidation of previously-learnt grammatical concepts in written work will listen for information in instructions for making things. Speaking: students will recite and perform a poem on materials. They will be able to give an oral explanation of their understanding of materials and caring for the environment. Students will use online listening software to improve their pronunciation. Viewing: students will study the picture books by the author, Eric Carle, who uses a distinct artistic style. They will explore the combination of text and images. Presenting: students will create collages presenting various materials Reading: students will revise their alphabet skills, through dictionary activities, focusing on the second and third letters. A range of verbs in present and past tense will be used. Writing: students will write sound poems using new vocabulary. The focus of writing activities will be sentence parts and formation, with a revision of earlier concepts: basic punctuation, noun, adjective, verb. Maths strand focus: Number: - Continuation of adding 2-digit numbers – vertically – 0-100 – using borrowing and carrying - Ordinal numbers (in context with months of the year and days of the week) - Using a fixed number line (1-10) - Using manipulative such as ganit mala (beaded line) - Continuation of subtracting 2 digit numbers 0 – 100 - using borrowing and carrying technique - Continuation of reading story sums Measurement: - Non-standard and standard measurement tools - Measurement of weight and length - Grams, kilograms, centimetres and metres (plus abbreviations) - Addition of units of measure tense, past tense, noun, verb, adjective. Add, subtract, number line, borrow, carry, shape, pattern. Hindi jaaÐca ivaYaya R gaitivaiQa mau#ya Sabd EauitlaoK kivata vaacana pona–popr TosT [ka[- sao saMbaMiQat kivata baairSa kOsao haotI hO³khanaI´ ‘eo’ tqaa ‘Aao’ kI maa~aa ivarama icah\na ³pUNa- ivarama evaM Alp ivarama sao piricat kranaa´ rMgaIna popr pr maa~aaAaoM sao banao SabdaoM kao ilaK kr idKanaa caaT- popr maoM ek – Anaok ka imalaana krnaa tqaa ]icat sqaana pr ica~a lagaanaa nadI ‚ kulhaD,I dovaI‚lakD,hara‚ panaI‚ kpD,a‚ kagaja, ‚laaoha‚ lakD,I ‚ S[-maanadar ‘eo’ tqaa ‘Aao’ kI maa~aa sao banao Sabd Aaid Music Students will: - Create a soundscape using scrap materials Key Objectives: - To understand how different materials create different sounds - How we can make instruments with various materials - We can use musical instruments to create a ‘soundscape’ Creating and Responding Activities: - explore and identify materials used to make musical instruments - create musical instruments from scrap materials and use them to create and perform music Soundscape, dynamics, texture. Art Students will: - Use a variety of materials to create different art works Key Objectives: - to explore ways we can use different materials to create artworks Creating and Responding Activities: Creating various artworks with different materials Texture. Class 2 Curriculum Overview Unit 4 Central Idea: People explore and express ideas and emotions through visual arts Transdisciplinary Theme: How We Express Ourselves Key Concepts: Form, Function, Perspective Transdisciplinary Skills: Communication Skills: non-verbal communication, presenting, viewing. Research Skills: Observing, interpreting data. Learner Profile Attributes: Communicator, Thinker, Reflective Attitudes: Creativity, Cooperation Subject Area Assessment Task(s) Unit of Inquiry Students will: - undertake a penand-paper test on art techniques - prepare and deliver an oral presentation on one chosen artist from any culture Key understandings Lines of inquiry:  Different forms of visual art  Roles of art in different cultures  Art as a means of expression and understanding Example activities Key Vocabulary Students will: - identify 2D and 3D shapes -identify 2D and 3D art types - describe elements of art used in their own and others’ art works - learn about and describe the lives and work of famous artists from India and around the world - observe scientific illustrations and botanical drawings – insects, seeds and plants - observe plants and seeds with magnifying lenses - understand how dyes and paints are made 2D, 3D, art work, expression, illustration, botanical drawing, abstract, technique, sculpture, material, medium, architecture, mosaic, collage, print, design, shape, line, texture, photography, carving, self-portrait Listening: students will listen to soundscapes and represent what they hear through drawings. Adjective, comparative, superlative. - contribute to and reflect on a wholeclass art exhibition English Students will: Key Objectives: - pen-and-paper test on adjectives - create a selfportrait and annotate it with appropriate adjectives – words and full sentences  Listening for information and portraying in pictures what they hear described  Developing skills of expression and sharing opinion  Writing descriptions of objects, artworks and feelings, using adjectives - do individual read aloud assessments (one-to-one) on an on-going basis Maths Students will: - take regular minitests on concepts covered. - create tessellations and symmetrical patterns Speaking: students will be able to talk about their own and others’ art work using appropriate vocabulary Viewing: students will identify different art techniques used in picture book art Presenting: students will illustrate a short story Reading: students will do various reading comprehension activities using a range of picture books and non-fiction information texts Writing: students will use adjectives to describe observations they make about feelings, objects and art works Maths strand focus: Number: - On-going practice of problems involving basic operations, addition, subtraction & multiplication - Multiplication tables up to 12. - Finding patterns using multiplication table Shape and Space - Exploring shapes – 2D and 3D - Study of Islamic art patterns - Introduction to tessellation - Introduction to symmetry Diamond, hexagon, pentagon, star, octagon, tessellation, tessellate, pattern, face, side, corner, vertex, vertices, symmetry, symmetrical. - work on extended problems in which they have to use appropriate strategies to solve problems. Hindi jaaÐca ivaYaya EauitlaoK [Md`QanauYa AaOr baUÐdoM ‚ gaitivaiQa mau#ya Sabd kivata vaacana pona–popr TosT poMisala kI khanaI ivaSaoYaNa‚ pyaa-yavaacaI Sabd‚ inabaMQa saat rMgaaoM ko popr laokr [Md`QanauYa banavaanaa tqaa baairSa ‚ baUÐdoM‚ [Md`QanauYa‚ panaI‚ saBaI rMgaaoM ko naama ilaKnaa saUya-‚ ivaSaoYaNa sao saMbaMiQat gaitivaiQa sToSana‚]%sauk‚iklaaomaITr‚kMkD, ‚pgaDMDI‚ JaaiD,yaaoM ‚krahnaa ‚mauiSkla ‚]tavalaa Aaid Music Students will: - perform a song in Hindi and English Key objectives: - develop vocal control and confidence in performing with a small group Creating and Responding Activities: - learn various songs in English and Hindi Sing, song, vocal. Art Students will: - create various items using a range of Art and Craft techniques Key objectives: - identify various Art techniques - apply understanding of techniques in their own work Creating and Responding Activities: -using a colour wheel, students will understand how to mix colours - make a mask - create a large-scale paper mosaic as a whole class Colour wheel, mix, technique. Class 3 Curriculum Overview Unit 4 Central Idea: Children around the world face range of challenges, risks and opportunities Transdisciplinary Theme: Sharing the Planet Key Concepts: Causation, Form, Perspective Transdisciplinary Skills: Social Skills: accepting responsibility, cooperating. Self-Management: informed choices, codes of behaviour Learner Profile Attributes: Reflective, Knowledgeable, Caring Attitudes: Commitment, Appreciation This unit is being explored as part of the British Council International School Award Subject Area Unit of Inquiry Assessment Tasks Students will - create a graphic organiser, depicting different aspects of inequality - using empathy and thinking skills, write an imaginative passage entitled, “What would Key Objectives Lines of Inquiry:  The reasons for inequality in challenges, risks and opportunities faced by children  How children respond to challenges, risks and opportunities  Ways organisations and individuals work to improve the quality of children’s lives Example Activities Key Vocabulary Students will: - View images and videos about children in different settings, sharing ideas about the possible background of the stories - Contribute to discussions on certain topics surrounding children’s lives - Interact with local village children - Research into various NGOs and how they operate - Explore children’s rights as presented in the UN Charter on the Rights of the Child Inequality, income, low-income, highcome, labour, law, illegal, disability, poverty, challenge, rights, responsibility, risk, opportunity, non-governmental organisation I have done in his shoes?” - Explore how low-cost innovations such as the Clockwork Radio or Solar Cooker work - design an NGO that works for the benefits of children English Students will: - do reading comprehension tasks of fiction and nonfiction texts - write their own stories, using basic story elements of plot, character, setting, problem and solution. - do individual read aloud assessments (one-to-one) on an ongoing basis Maths Students will: - take regular minitests on concepts covered. - work on extended problems in which they Key Objectives:  Listening for information  Developing skills of discussion and debate in conversation about complicated issues  Understanding story elements including plot, setting, problem and solution.  Applying grammatical knowledge and understanding to their own creative writing. Listening: students will listen to stories and documentaries about children’s lives Speaking: students will do various drama activities, exploring issues and feelings around children’s lives. They will hold discussions and JAM sessions on these issues. Viewing: students will students will watch various videos, extracting information about children’s lives Presenting: students will create an informational booklet about children’s rights. They will create a display about the novel study book, ‘The Owl Who was Afraid of the Dark’. Reading: students will read the book, ‘The Owl Who was Afraid of the Dark’ and identify character, plot, setting, problem and solution. They will do reading comprehension of various non-fiction and stories about real children’s lives. Writing: students will do various activities exploring adjectives and adverbs, including writing short stories. They will create stories about children’s lives using the 5 basic story elements. They will write chapter summaries at the end of each chapter. Maths strand focus: Number: - On-going addition and subtraction, multiplication and division operations practice - Focused practice of 3-digit division - Continuation of rounding up and down to the nearest 50 and 100. - Dodge tables, and words involving multiplication tables up to 15 - introduction to fractions – half, quarter, third, sixth, Story, documentary, novel, plot, character, setting, problem, solution, adverb. Fraction, half, quarter, third, sixth, eighth have to use appropriate strategies to solve problems. Hindi jaaÐca ivaYaya gaitivaiQa mau#ya Sabd pona–popr TosT Apnaa AnauBava bataeÐ EaiutlaoK ivad\yaalaya ka phlaa idna³saMvaad pr AaQaairt paz´ ivaSvaasa AaOr lagana ivaSaoYaNa‚ ivarama icah\na ‚ p~a laoKna paosTkaD- maoM p~a laoKna ilafafa banaanaa tqaa ]sapr Apnaa pta ilaKnaa ivaSaoYaNa sao saMbaMiQat gaitivaiQa ivaSvaasa‚ ivad\yaalaya‚ ËaoQa‚ ivad\vaana‚ Ad\ivatIya‚ vyaakrNaacaaya-,‚ saaih%ya‚ Saas~a Aaid Music Students will: - create a playground chant and teach it to others Key Objectives: - to understand the role of music in everyday activities - to explore rhythm, rhyme and body actions Creating and Responding Activities: - learn and perform playground chants and clapping games in English, Hindi and Bengali - compose and teach a playground chant with/without actions Rhyme, beat, actions Art Students will: - create a textured item for a blind person to use Key Objectives: - to develop sewing skills Creating and Responding Activities: - develop sewing skills, learning various simple stiches and techniques Running stich, applique Class 4 Curriculum Overview Unit 4 Central Idea: Efficient systems ensure minimum loss from natural disasters. Transdisciplinary Theme: How We Organise Ourselves Key Concepts: Form, Causation, Change Transdisciplinary Skills: Self-Management: time management, safety. Social Skill: respecting others, group decision-making Learner Profile Attributes: Risk Taker, Caring Attitudes: Empathy, Curiosity This unit is being explored as part of the British Council International School Award Subject Area Unit of Inquiry Assessment Tasks Students will: - design and create an informational chart in groups about 1 disaster and present to the class. Students will listen to the presentation and make notes/ask questions to the speakers. Key Objectives Lines of Inquiry:  Different natural disasters  Impact of natural disasters on people and the environment  How people cope with natural disasters Example Activities Students will: - Research in books, the internet, newspapers and through PPTs and videos, types of disasters, reasons for their occurrence and their after effects - Collaborate with people in some other to learn about disasters and how people prepare - Develop map-reading skills using their atlases - use various graphic organisers to arrange thoughts and information including, flowchart, Y-chart, spider map, Cause-and-Effect Key Vocabulary Man-made, natural, disaster, maps, index, grid-reference, continent, ocean, impact, tectonic plate movement, tsunami, hurricane, cyclone, earthquake, tornado, forest fire, first-aid. - enact and reflect on a newcast style drama presentation on the effects of a particular disaster - learn basic first aid techniques and teach others their new skills - prepare an action plan, detailing how we can prepare for disasters English Maths Students will: - write newspapers recounts, using the focus grammar areas, on disasters. - Undertake a reading comprehension task, answering questions on a non-fiction text - Contribute to a group drama presentation and reflect on the same Students will: - demonstrate an understanding of fractions with manipulatives and using standard calculations - take regular mini-tests on concepts covered. - work on extended problems in which they have to use Key Objectives:  Listening for information in news pieces and documentaries  Developing oral presentation skills through drama enactment  Reading for information and sorting fact from opinion  developing descriptive and informative writing skills Listening: students will listen for information given in audio accounts of events Speaking: students will enact newscast/documentary-style accounts Viewing: students will watch various documentaries and news pieces about disasters. They will interpret written instruction manuals which combine text and images. Presenting: students will combine photos and text to create informational documents. Reading: students will read various texts, including news articles and first-hand accounts, about disasters. They will understand how to sort fact from opinion. Writing: students will write newspaper-style recounts. They will write instructions. They will build on their understanding of poetry writing and use descriptive language to write poems on the theme of disasters. The grammar focus will be conjunctions, prepositions, direct and indirect speech. Maths strand focus: Number: - Addition and subtraction of fractions - Multiples and factors - Lowest common multiple (LCM) - Correspondence of fractions with percentage and decimal Measurement: - Time - Timeline - 24-hour clock Conjunctions, prepositions, direct and indirect speech, first-hand account, fact, opinion, documentary, news article, descriptive writing, informative writing. Fraction, denominator, numerator, multiple, factor, LCM, decimal, percentage appropriate strategies to solve problems. Hindi jaaÐca ivaYaya gaitivaiQa mau#ya Sabd pona–popr TosT maaOiKk jaaÐca EaiutlaoK saunaamaI ³khanaI´ [ka[- sao saMbaMiQat khanaI ivaSaoYaNa‚ AnaucCod laoKna ivaiBanna trh kI p`aÌitk AapdaAaoM ko ica~a icapkanaa tqaa ]nako baaro maoM ilaKnaa ivaSaoYaNa sao saMbaMiQat gaitivaiQa saunaamaI‚ jvaalaamauKI‚ BaUkMp‚ BaU–sKlana‚ ihma–sKlana‚ p`aÌitk Aapda Aaid Music Students will: - create and perform a rap on the theme of disasters Key Objectives: - to develop skills of writing lyrics - to explore rhythm and rhyme - to perform a group piece with attention to beat Creating and Responding Activities: Students will explore rap lyric-writing and create a rap, focusing on rhyme and rhythm. Rhythm, rhyme, beat, rap, lyrics. Art Students will: - design and create a contrasting two-piece painting set depicting before and after a disaster Key Objectives: - to develop skills in the use of paint medium - to explore contrast Creating and Responding Activities: Students will explore various techniques using paints, focusing on how to depict contrast in choice of colour and tone. Paint, mix, tone, contrast. Class 5 Curriculum Overview Unit 4 Central Idea: The choices people make while purchasing, using and disposing of products have a wide-ranging effect Transdisciplinary Theme: Sharing the Planet Key Concepts: causation, change, responsibility Transdisciplinary Skills: Thinking Skills: Acquisition of knowledge, Analysis, Social Skills: Accepting responsibility, respecting others Learner Profile Attributes: Principled, Caring Attitudes: Appreciation, Empathy, Respect Subject Area Unit of Inquiry Assessment Tasks Key Objectives/areas of understanding Students will: Lines of inquiry: -will create an  The processes involved in the production attractive, informative of everyday items chart showing various  Fairness and sustainability in trade of process involved in the products production of everyday  The environmental effects of the items production, transportation and disposal of products -will design a poster on fair trade Example activities Students will: - - -give pen and paper tests which will contain diagrams, open-ended tasks and applicationbased questions. Key Vocabulary - Understand the process of manufacturing a product through various videos and PPTs. Will learn the various types of economic sectors Will understand the difference between fair trade and unfair trade through various classroom activities Will watch various videos on child labour and would reflect on them Will learn various science related concepts for e.g. water cycle, water pollution, air pollution, properties of air, nitrogen cycle, erosion, soil pollution etc. Will learn the importance of 3Rs: Reduce, Reuse and Recycle Need, want, goods, services, supply, demand, market, buyers, producers, consumers, industry, economic sectors, primary, secondary, tertiary, poverty, fair trade, sustainability, environment, pollution, natural resources, reduce, reuse, recycle -will perform a street play to create awareness against the child labour and other environmental issues. English Students will: - write report and article on the survey or on tasks assigned. - do regular spelling tests with a focus on consumption. - various grammarbased worksheets Maths Students will: - demonstrate practical measurement skills and do various calculations of measurements using standard operations - take regular minitests on concepts covered. - work on extended problems in which they Key Objectives:  listening for specific information  developing quick-thinking in English language  extracting information from non-fiction texts  developing writing skills and use of active/passive voices Listening: Students will extract specific information from videos on consumption. Speaking: Students will take part in JAM sessions to develop their ‘on-the-spot’ thinking and communication skills. Viewing: Students will watch various videos about consumption and English related topics. Presenting: Students will present their analysis on surveys. Reading: Students will read a range of non-fiction texts and some poems. They will continue to develop comprehension skills, using graded reading cards. Writing: Students will develop skills of report and article writing. They will explore active and passive voices. Write a pen-and-paper tests. Maths strand focus: Number: - Continuation of decimals and percentage - Continuation and practice of decimals and operations associated with them - Conversions between fractions, decimals, and percents Money: - Using money in real life - Unitary method - Profit and loss - Currency and conversion of currency - Expression of money as fraction, decimal and percentage Data Handling Article, report, active, passive voice, survey, good, service, consumer, producer, demand, supply, transportation, fair trade, business, etc. Money, profit, loss, currency, percentage, decimals, mean, median, mode, average, crossing off, range, interpret, plotting. have to use appropriate strategies to solve problems. - Develop a strategic approach to organising data - Calculate the mean, median, mode and range of a given set of data - Collect data and represent it on bar graphs, double bar graphs, line graphs and pie charts jaaÐca ivaYaya gaitivaiQa mau#ya Sabd pona–popr TosT maaOiKk jaaÐca EaiutlaoK kpD,o sao kagaja,Ê jala hI jaIvana hO ³khanaI´ Ê kalaÊ inabaMQa Ê Aa%makqaa³maaOiKk´ Ê Saud\Qa–ASaud\Qa kagaja, bacaaAao yaa poD, vacaaAao pr ek bauk maakbanaakr ek slaaogana ilaKnaa hstiSalp kagaja, sao Apnao ima~a ko ilae janmaidna ka kaD- banaanaa inamaa-Na‚ saByata‚ hstiSalp‚ Baaojap~a‚ inamaM~aNa‚ p`NaalaI AivaYkar‚ ga`amaINa‚ pMKuiD,yaaÐ Aaid Music Students will: - Perform and reflect on a street play Key Objectives: - to develop drama creation and enactment skills Creating and Responding Activities: Students will create and enact a street play on the subject of consumption . Voice projection, gesture Art Students will: - Create a range of items using waste paper Key Objectives: - to develop creative thinking skills - to develop paper craft skills Creating and Responding Activities: Recycling materials, especially paper, to make new items Paper craft, origami Hindi