ISA DOSSIER BY DPS JODHPUR

# FLASH CARD & CHARTS #

CURRICULUM ACTIVITY-2: ARCHITECTURAL MASTERPIECES

Children expressing their opinion to
conserve and preserve architectural

monuments

Teacher engrossed in explaining the
structure of one of the wonders of the

world: The Taj Mahal

Effects of global climate calamity - Acid Rain
causing discolouration of Taj

Understanding responsibility: A pledge
taken by the teacher and the students to

preserve precious monuments

ISA Dossier 2019-20 Page| 100

# VISIT TO INTERNATIONAL HERITAGE SITES #

CURRICULUM ACTIVITY-2: ARCHITECTURAL MASTERPIECES

The grand Colosseum in Europe being visited
by a group of students

Educational Excursion is still the most
intense mode of learning at the Circle of

Triumph in Paris

Stay at Italy: Uniting in uniform, ready to depart and start the learning spree

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# VISIT TO INTERNATIONAL HERITAGE SITES #

CURRICULUM ACTIVITY-2: ARCHITECTURAL MASTERPIECES

Swarovski Kristallwelten: A giant garden with contemporary art, ancient history and
uniqueness being visited by travel enthusiasts

Florence remains a paean to craft and culture: Students broadening their learning
perspective

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# STUDENT EXCHANGE PROGRAMME #

CURRICULUM ACTIVITY-2: ARCHITECTURAL MASTERPIECES

Assembled for collaboration at DPS Sharjah

Sharing Global Perspective

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# STUDENT EXCHANGE PROGRAMME #

CURRICULUM ACTIVITY-2: ARCHITECTURAL MASTERPIECES

Burj Khalifa: Experiences of designing the building with paper rolls to
visiting it in reality

Global Village: Students excited to enter Tasting the International Cuisine: Students
into the unique exploration enjoying the local platter

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Class XI students given an extensive information on Sharjah Mosque

The history, architecture and religion well explained in the class Page| 105
ISA Dossier 2019-20

Invitation for
collaboration

Response from DPS Page| 106
SHARJAH to collaborate

for the activity and a
query for parity

ISA Dossier 2019-20

Confirmation for Proposing a date for
completion of task and Skype session
assigning teachers for the
Request for postponing
sub activity the skype session
Page| 107
ISA Dossier 2019-20

Whatsapp conversations with the teacher in-charge of DPS Sharjah depicting
resolution of glitches in Internet-connectivity

Commencing the Skype
call

ISA Dossier 2019-20 Resolving the glitches of
Internet connectivity

Page| 108

TEACHER EVALUATION
OF INTERNATIONAL ACTIVITY
(ARCHITECTURAL MASTERPIECES)

TAKEAWAYS Page| 109
Enthusiastic
Secular
Praiseworthy

Advancements
Effective

Current issue
Economic Wealth

Architecture

ISA Dossier 2019-20

PARENT/GUARDIAN EVALUATION
OF INTERNATIONAL ACTIVITY

(ARCHITECTURAL MASTERPIECES)

ISA Dossier 2019-20 TAKEAWAYS
Research
Designing

Presentation
Collaboration
3-D Models
Monumental
Acquire Knowledge
Engineering Aspects

Page| 110

STUDENT EVALUATION
OF INTERNATIONAL ACTIVITY
(ARCHITECTURAL MASTERPIECES)

TAKEAWAYS Page| 111
Imagination

Design and Shape
Decoration

Great Heritage
Technology

Management
Unique

Compare and Compile

ISA Dossier 2019-20

VISITOR EVALUATION
OF INTERNATIONAL ACTIVITY
(ARCHITECTURAL MASTERPIECES)

ISA Dossier 2019-20 TAKEAWAYS
Masterpieces
In Tandem
Mesmerized
Empowered
Biodegradable

Wonderful replicas
Commendable Efforts

Good Research

Page| 112

ISA Dossier 2019-20 Page| 113

Click here for see full Newsletter

http://dpsjodhpur.in/DPSJodhpur/UserSpac
e/UserName/admin/DynamicFolder/2019-
20/News/News%20Letter%20Nov%2019.pdf

ISA Dossier 2019-20 Page| 114

TOPIC LINKS

All Photographs https://www.facebook.com/pg/Architectural-Monuments-of-India-And-UAE-
(Facebook)
110052840484889/photos/?ref=page_internal
All Videos (Facebook)
https://www.facebook.com/pg/Architectural-Monuments-of-India-And-UAE-
All Videos (Google 110052840484889/videos/?ref=page_internal
Drive) https://drive.google.com/file/d/18SLe4ch6NfDb2IqG-hOZfSE0N56ANrLJ/view?usp=sharing
https://drive.google.com/file/d/1mEhsj78wUBoOCf1rkAaDfwpqeIkl6Zc_/view?usp=sharing

https://drive.google.com/file/d/1mKV7WEPvp1IZzpqHDgjZ-sSPhnj2pXLN/view?usp=sharing

For more photographs and videos click on the images below

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According to Frank Gehry, " Architecture should speak of its time and place but yearn for timelessness.
In the curriculum activity architectural masterpieces students not only visited the heritage sites but
also the modern architectural monuments in India as well as UAE. This developed a sense of identity
and belongingness for their own architectural sites.
Also through debates and deliberations about historical monuments, their minds were ignited to work
towards protecting and preserving this wealth. Undoubtedly architecture is the soul of one's civilization
and architecture of a place attracts tourism, which contributes in economic prosperity of a country.
Students of the school while doing this activity realised that respecting culture and protecting the face
of the monuments is the most important responsibility which is to be shouldered by them. Marvellous
Burj Khalifa attracted them the most. They learnt to appreciate and understand the of uniqueness of
people in UAE as an international awakening. Exhibition of architectural masterpieces accomplished
the envisioned aim of developing International relations.

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Comprehensive details of the activity and learning outcomes:

The curriculum activity for the month of November was ‘Architectural Masterpieces’ which was
a collaborative project done in collaboration with DPS Sharjah. The aim of the activity was to
research with the partner school and to familiarize, learn and develop an understanding among
students about the creative and inspired architectural marvels on India and UAE.

At the pre-primary level the topic was introduced in the assembly through a story which was
woven around the children of an NRI couple, who had come to India from Canada for the first
time and wished to see some monuments. Big charts which were made to introduce the topic
later adorned the corridor walls so that children could refresh their memory by seeing it
whenever they pass by. Children were given practice to learn the names and locations of the
monuments through digital presentations. They were shown flash cards also. Special features
of these monuments added to the curiosity of the students. They were involved in group
discussions to solve the riddles, which were written by teachers keeping in mind the key
features of the monuments. Also, they talked about the ways to preserve the rich heritage of the
monuments. The knowledge acquired was assessed with the help of probing questions. The
whole experience generated interest among the children as they wished to visit near and far
away monuments.

An effort was made by class I teachers to introduce few of the famous architectural
masterpieces of India to the students. They were acquainted with the uniqueness of our cultural
heritage through these architectural masterpieces (Red Fort, Taj Mahal, Hawa Mahal,
Kumbhalgarh Fort, Meenakshi Temple). Students were very curious and excited to learn about
these architectural masterpieces after seeing the role play, enactments and models. To satisfy
their queries, images and videos of the architectural marvels were shown by the teachers. The
kids showed willingness and eagerness to learn more about the salient features of the same.
Students learnt a few lines about each architectural masterpiece. To reinforce the given
knowledge, an assessment was planned where in the kids identified and coloured the
architectural masterpieces on the given sheet and wrote its name and the place where it is
situated. The informative session enhanced their knowledge and they decided to visit the
architectural masterpieces during their vacations.

The teaching learning sessions in class II involved many activities like collage making,
storytelling and Jigsaw puzzle. The aim of the teaching process was to generate interest in
historical buildings, develop observation skills, to instil an appreciation of elements of
architecture, cultural heritage and develop aesthetic sensibility. The planning was executed for
7 days in all the sections of class II. The project began with a story telling session where in four
friends came to visit Jodhpur. During the course of the story, the teacher explained the different

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facts and information about Mehrangarh Fort and Umaid Bhawan Palace. Children were
amazed seeing different images and videos related to them. After the recapitulation, the four
friends were taken to a trip to Ranakpur and Kumbhalgarh. Children enjoyed the story and
were excited to see the videos of light and sound show of Kumbhalgarh Fort. Children answered
the questions and were mesmerized seeing the enormous structure of Meenakshi Temple. Then
the teacher explained about Taj Mahal, a mausoleum located in the city of Agra in Uttar Pradesh.
The iconic symbol of love, built by about 20,000 workers impressed children with its symmetry
and beauty. Light was also thrown on the Red Fort, where the children recalled that the Prime
Minister hoists the tricolour every year on Independence Day at Red Fort. Giving flight to their
fantasy, the teacher took them virtually to UAE where she shared the facts about Burj Khalifa,
Sheikh Zayed Grand Mosque and Palm Jumeirah. Children were spellbound seeing the
architectural designs and wished to visit these places soon. Imagination is the highest kite that
one can fly.' For recapitulation a ‘Magic Pot Activity’ was conducted where the children
participated with great zeal. They even presented a collage work where the class was divided
into two groups. One group was asked to use their imaginations for 'what they should do' to
preserve and appreciate the architectural masterpieces and the other one for 'what they
shouldn't do', when they visit them. With great excitement they participated and presented
beautiful and colourful collage work. The whole session came out to be fruitful and gave new
horizons to the imagination and creativity of students. It also developed a sense of
responsibility towards the architectural marvels of the world.

The teaching learning sessions in class 3 involved many activities like flash cards, videos, PPT,
collection of information and pictures of architectural masterpieces for preparing the booklet,
quiz and crossword puzzles. The planning was executed for five days in all the sections of class
3. The term ‘architectural masterpiece’ was introduced with its breakup into ‘architectural’ and
‘masterpiece’. The students were explained the meaning of these two terms along with
examples. This was followed by a discussion on architectural masterpieces ‘Mehrangarh Fort’
and ‘Taj Mahal’ through a PPT. The students were given information through Smart Class and
were asked to write the information about these in the given booklet. Assessment was
conducted through a questionnaire. Next day, the class began with a short recap of the previous
session. This was followed by the introduction of architectural masterpieces ‘Red Fort’ and ‘Sun
Temple’. The students were given information through Smart Class in which they saw pictures
and videos related to these masterpieces and wrote information about these in the booklet and
pasted pictures of the same. An activity was conducted in which students were asked to put
questions to their partner based on the Architectural masterpieces they have learnt. On the
following day, architectural masterpieces of UAE (‘Burj Khalifa’, ‘Palm Jumeirah’ and ‘The Grand
Mosque’) were introduced. The students penned down the information and pasted pictures of
the same in their booklets. An activity was conducted in which students were asked to draw
their favourite architectural masterpiece on the sheet and write the reasons for the same. The
students were then assigned a task to collect information about any two other architectural
masterpieces of their choice. On the fourth day, the class began with the recap of the Topic –
Architectural Masterpiece. The teacher conducted a quiz based on architectural masterpieces
of India and UAE. In this an open house question session was conducted to clear their doubts

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and therefore recapitulate the knowledge gained about the seven architectural masterpieces.
To make the students aware to conserve and preserve the architectural masterpieces, a
discussion session was conducted wherein the teacher divided the class into two teams. The
first team mentioned what they noticed when they visited architectural masterpieces. The
second team suggested how to prevent deterioration of architectural masterpieces. The teacher
concluded the discussion by adding few more points and the students wrote all the possible
measures to prevention, in their booklet. Day 4 ended with an oath/pledge taking ceremony to
protect them. On the last day the assessment activity was conducted in groups to conclude the
project wherein students were given crossword puzzles related to different architectural
masterpieces studied. The students were given 15 minutes to solve the crossword puzzle. They
were asked to identify the architectural masterpieces given in the crossword puzzle after which
they picked up the flash card showing picture of the same. Each team member spoke about their
architectural masterpiece and shared the information with the entire class. The group activity
was enriching as students got a chance to collaborate bringing out the best of their creativity
and knowledge. The pedagogical process made a comprehensive attempt to explore the various
architectural masterpieces and the students developed an understanding about creative and
inspired architectural masterpieces of India and UAE.

The students of classes 4 and 5 worked on the splendid architectural structures and
monuments of both the countries, in the form of charts and collages. Through colourful pictures
and informative texts about the marvellous architectural structures and monuments the
students displayed their charts beautifully. The students of classes 6 and 7 made informative
tourist pamphlets highlighting the significance of the constructional designs used in the
building of the structures. The pamphlets also discussed about the relevance of the structural
design and the other specific features which make them stand out of the world. The major
structures of U.A.E taken up by the students were - The Burj Khalifa, The Palm Island, and The
Sheikh Zayed Great Mosque. The major Indian monuments included The Taj Mahal, Charminar,
Qutub Minar and the Sun Temple.

Students of class 8 and 9 worked upon elaborate power point presentations showcasing the
distinct architectural features used in the making of these unique buildings. They presented
their PPTs and explained the architectural beauty and the importance of symmetry in the
famous structures of the two countries which included- The Taj Mahal, The Lotus Temple,
Chand Bawdi, Mehrangarh Fort and The Statue of Liberty from India. The Grand Cayan Tower,
Burj Khalifa, The Palm Island and The Mosque of Sheikh Zayed. The students from U.A.E were
also connected through Skype. They also presented their ppts/pamphlets and talked about the
important features of architecture used in these buildings. Grand 3D models of The Burj Khalifa,
Charminar, and The Palm Island were prepared by the students of classes 7 and 8. Through
their models the students explained explicitly the use of specific designs and features in each
structure. They also talked about their years of construction. Their research work included all
minute details covering the different constructional and architectural design which makes each
structure stand out and one of its kinds. The students then presented their modals with their
details in the exhibition which was organised in the school. Students explained their model-

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how they made it, the architectural features of that monument and interesting facts about it.
The students presented their modals confidently. All the work done by the students during this
month was displayed- models, charts and pamphlets. The visitors Head Mistress Mrs Abhilasha
Shaw, Purnima ma'am, teachers and students visited the exhibition which was greatly
appreciated for the creativity of the students. This activity was helpful in enhancing the creative
skills and learning of the students and it was quite informative for them. Students came to know
about the construction of buildings, its process, procedures, economic and social aspects and
their importance.

Students of class XI were introduced to the topic through extensive classroom teaching process.
Then they were given the task of conducting detailed research on the monuments and
architectural masterpieces of the covered countries and make elaborate project files
showcasing their comparative study of the same. A Facebook page was created by the students
of IP (class XI) wherein they showcased all the activities conducted throughout the month.

Under the student –exchange programme a few students of DPS Jodhpur visited DPS Sharjah
and they got a chance to explore the culture, heritage and cuisine of Sharjah. A group of students
also visited Europe and became a part of the enriching experience of exploring its architectural
feats.

CHALLENGES FACED AND OVERCOME: The major challenge was to incorporate the selected
architectural masterpieces from the varied options. Introducing the topic in the junior sections
was a challenge too. But the creative activities and descriptive beauty of these places made the
students curious to travel and know more about them. Arranging the Skype session with DPS
Sharjah was a bit of a challenge, due to the time slot and connectivity glitches but once the
session began, it was a delight to share the comprehensive and interesting research.

CORE SKILLS AND SDGs COVERED: The core skills acquired by students through this
curriculum activity are: Creativity and Imagination, Student Leadership, Personal
Development, Collaboration and Communication. The Sustainable Development Goals
incorporated are: Decent Work and Economic Growth, Industry, Innovation and Infrastructure,
Sustainable cities and communities.

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CURRICULUM ACTIVITY-3

Classes Subjects Included Evaluation Evidences
Involved
English Exhibition Photographs
I Tasting session
E-Menu Exchange Cuisine Word file
II Art PPT by Students exchange

III Social Science Cuisine Quiz Scanned E-Menu Images

IV Science Teaching-Learning
Process
V ICT
E-Mail Exchanges with
VI partner school
Whatsapp
VII
Communication with
VIII partner school

IX Feedback Forms

XI Facebook Page

ISA Dossier 2019-20 Newsletter

Online Links

Teacher's Report

Page| 122

ACTIVITY COVER SHEET Activity number 3

School Name: DELHI PUBLIC SCHOOL JODHPUR

Title of activity: SCRUMPTIOUS CUISINES (Collaborative Activity)

Teacher responsible: Ms. Poornima Rajvi with a team of 39 staff members

Other staff involved: IT, Administration, Ancillary

Subjects involved: Science, Art, English, ICT and Social Science

Brief details of the aim, The aim of the project was to introduce the delectable international/national cuisines,
content and outcomes different food items, meal time customs and impact of geographical and historical
factors on staple food of the chosen countries. The activities included e-mail
of the activity: exchanges, sharing recipes between India and UAE, e-menus including cuisines of
the selected countries created and shared, compare and contrast of nutritional value
of various cuisines and fireless cooking of a few major recipes of the partner school
giving it an Indian twist. The students were able to gain an understanding of the
varieties of cuisines included and their nutritional value, ingredients and preparation
methods, compare and contrast the culture based on cuisines and creatively use
different learning a major life skill i.e cooking

Countries explored: India, UAE, Sri Lanka and Italy

Link school(s): DPS Sharjah

Other sources of Books, Search Engines, YouTube, Encyclopedia, Apps, Journals
information:

Time period of activity: January 2020

Number of students Approx. 3500 students
involved in this activity:

Age range of 5 years to 15 years
students involved:

Type of Evidence • Photographs • Feedback Forms
included: • Cuisine Word file exchange • Facebook Page
• Scanned E-Menu Images • Newsletter
• Teaching-Learning Process • Online Links
• E-Mail Exchanges with partner school • Teacher's Report
• Whatsapp Communication with partner

school

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EVALUATION
&

EVIDENCES

ISA Dossier 2019-20 Page| 124

# WHERE IS THE NUTRITION? #

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

Introducing the importance
of good nutrition through a

digital presentation

Introducing ingredients

ISA Dossier 2019-20 Spices and flavours
Page| 125

# WHERE IS THE NUTRITION? #

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

Introducing the diversity of
cuisines

Introducing the significance
of various ingredients

ISA Dossier 2019-20 The cuisine of Punjab at
display

Page| 126

# WHERE IS THE NUTRITION? #

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

The Teacher Chef introducing dry spices

A short video on the
importance of ‘No Food
Wastage’; including SDG-

Zero Hunger

Tasting session of meal Page| 127
prepared in the activity lab

ISA Dossier 2019-20

# ASSESSMENT : WHERE IS THE NUTRITION? #

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

Classroom quiz of Cuisines being conducted in an engaging manner

ISA Dossier 2019-20 Filling in interesting assessment worksheets
Page| 128

# TEACHING LEARNING PROCESS #

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

Introducing the food groups

Eat healthy, stay healthy – A lesson on importance of healthy diet Page| 129
ISA Dossier 2019-20

# COOKING & TASTING SESSION #

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

Cooking session in the activity
room for practical learning

Students evaluating themselves on their eating etiquettes Page| 130
ISA Dossier 2019-20

# SHARE THE FLAVOUR BY DPS JODHPUR #

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

Word file prepared by the students of DPS Jodhpur depicting Indian cuisines

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# SHARE THE FLAVOUR BY DPS SHARJAH #

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

Word file prepared by the students of DPS Sharjah depicting Emirati cuisines

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# WHERE IS THE NUTRITION? – BY DPS SHARJAH#

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

PPT created by the students of DPS Sharjah

PPT created by the students of DPS Jodhpur

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# WHERE IS THE NUTRITION? – BY DPS JODHPUR#

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

Presentation on Sri Lankan cuisine

Presentation on Rajasthani cuisine

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#E-MENU – BY DPS JODHPUR#

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

Students preparing E-Menu using
Digital Literacy

E-Menu in the making Page| 135
ISA Dossier 2019-20

#E-MENU – BY DPS JODHPUR#

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

Indian Cuisine – Veg & Non-veg Menu

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#E-MENU – BY DPS JODHPUR#

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

Sri Lankan Cuisine – Veg & Non-veg Menu

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#E-MENU – BY DPS JODHPUR#

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

Emirati Cuisine – The bestsellers in the category

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#E-MENU – BY DPS SHARJAH#

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

Emirati Cuisine – The Multicuisine Mystery

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# TWIST OF TASTE: BAJRA DATES KHABEES #

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

Mixing scrumptious ingredients for a sumptuous feast Page| 140
ISA Dossier 2019-20

# TWIST OF TASTE: PANEER SOYA SHWARMA #

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

Preparation and Plating

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# TWIST OF TASTE: DATES CHOCOLATE MUKHAWAS #

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

Ready to serve

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# TWIST OF TASTE: FINAL PRESENTATION #

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

Chefs and visitors come together for tasting session

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# TWIST OF TASTE BY DPS SHARJAH: FALAMOSA #

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

Students of DPS Sharjah preparing and presenting Falamosa

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# TWIST OF TASTE BY DPS SHARJAH: DAHI TABOULEH PURI #

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

Students of DPS Sharjah preparing and presenting Dahi Tabouleh Puri

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# NO WASTAGE OF FOOD : PLEDGE AT DPS JODHPUR #

CURRICULUM ACTIVITY-3- SCRUMPTIOUS CUISINES

I Pledge to make every day
‘STOP FOOD WASTE’
Day

ISA Dossier 2019-20 Page| 146

Introducing activity
details…

ISA Dossier 2019-20 Sending attachments of E-Menus
and pictures under ‘Twist of Taste’

activity…

Page| 147

Sharing recipes photographs made
by DPS Jodhpur students to DPS

Sharjah

Sending attachments of e-menu, Page| 148
word document and PPT to DPS

Sharjah

ISA Dossier 2019-20

Response by DPS Sharjah and

request for clarification about the
activity…

ISA Dossier 2019-20 Attachments of e-menus made by the
students DPS Sharjah were sent to

DPS Jodhpur

Page| 149