Document Sample
					              Gyan Bharati School
Bi–Monthly Bulletin                          November - December 2009

                       SOME HINTS FOR THE PARENTS

         The Mother always took interest in all the aspects of the
         children‟s lives. On different occasions she told us the

              (a)     To wake a sleeping child, one should not call
                      him loudly by his name or touch his body.
                      Instead, one should gently and softly call

              (b)     It is very important to teach the children to
                      sleep and eat at a fixed time. While eating,
                      the children should be encouraged to feel
                      what are the needs of the body rather then to
                      be led by taste. If some children like to over-
                      eat they need not be refused but they should
                      be given a smaller helping from the

              (c)     Nothing should be imposed on the children.
                      They may be made to do what one will by
                      explaining to them in the proper way, but
                      never by compulsion.

              (This extract has been taken from „How to bring up
              a child‟ based on the writings of Sri Aurobindo and
              The Mother)

          How to deal with restlessness in our children

   The walk to my room every morning is always interspersed with
   delightful „good mornings, warm hugs and the playful voices of
   children in school. Their insatiable energy, the happiness on their
   faces gives a meaning, a relevance to my profession. But soon as
   the day progresses I start hearing: “These children just don‟t pay
attention to anything”. They are very restless. “Maam, Rahul is
forever running about and creating havoc in the house. He is very
“Why can‟t they listen to what is being said. They are always so

Restless!! Why cannot the energy of the children be channelised
into positive outcome always? Why are we always blaming our
children for being restless?

What could be the reasons for this? More than often it is our
behavior and the socio-emotional environment we create which
influences the behavior pattern in our children.

Following are some tips to increase the attention span of our

     Meaningful engagement: If a child is involved in an activity
      which is meaningful and relevant to him, he will
      automatically settle down. Be sure you are there at the end
      of his activity and more important be a part of his activity.

     Honesty: Just like adults, children can see when you are not
      listening. You need to be attentive and honest in your
      listening, and not trick them into thinking that you are

     Do not Interrupt: Improving our listening skills of our
      children automatically ensures that they connect up to us
      more securely. When someone say something that we
      disagree with, we love to interrupt and even go the extra
      step further by proving them wrong. Hearing your child talk,
      improves their listening skills and encourages them not to

     Have Patience: You cannot expect your child to be patient
      and attentive and not restless, when you cannot be patient
      yourself. Understand that children take longer than adult to
      say and understand what they want.

     Be together: The more time we have in our child‟s lives, the
      more influential we become. The more we interact and talk
      to them the more we develop effective listening skills in our

Activities for settling our children
          I feel the air go in
          I feel the air go out
          Peaceful as lullaby
          Quiet as a mouse

1. Sing these lines very slowly along with your child and see him
   enjoy meditation.
2. Bubble breathing
   Practice taking deep breathe in and blowing them out by using
a simple
   Bubble wand and bubbles.

3. Take them on a mental journey: Helps the children to relax and
   take off into a creative world. They will surely enjoy it and
   possibly take you on a mental journey next! Do ask them at the
   end of it, what part/scene of the journey or imaginative
   storyline they liked best.

                                                 Anupama Chand

                  CREATIVE CORNER
                       PARENT‟S FORUM (P1)

Respected Ma'am,

Kindly recall your note wherein it was indicated that the activities
suggested in the Dialogue to be done at home will also count for the
child's assessment. In this regard, I want to share the activities we do
with Isshita Bansal at home apart from the activities indicated in the
Dialogue, For e.g.-

* To teach Isshita the concept of tens and ones, we play a game of a
shopkeeper and a buyer. We collect some Rs.10 notes and some change.
We collect some items and one of us pretends like a shopkeeper and
other as a buyer. Then, the buyer comes to the shopkeeper and does
some shopping and the shopkeeper calculates the total amount. When the
buyer gives the money to the shopkeeper (using the Rs.10 note), the
concept of tens and ones gets clear. Also, Isshita is learning some simple
addition and subtraction through this activity.

* The other activity we do with Isshita is the replica of a TV Programme
called "SPELLING CHAMPS" which was aired on ESPN channel. Isshita was
very fond of that programme so we took the advantage of it and very
often conducts it at our home. Isshita pretends like a participant and we
as a host. We ask her to spell simple and some difficult words and she do
it very nicely. This way she is learning spelling in a very playful way. In
this manner, she is also learning some difficult words that we never
expected her to learn at this stage.
Also, while conversing with each other we speak through spelling, like if
Isshita wants water, she will not say water but rather spell it and we will
get water for her.

The above activities are however, not indicated in the suggested activity
in the Dialogue. Therefore, I wanted to share them with you.

Thank You,

                                                            Sunita Bansal
                                                        M/o Isshita Bansal

                         PARENT‟S FORUM P2

I am quite impressed by this teaching-learning method. This is a new
concept in which the students are very clear about what they are learning
about. I observed that my son always tries to point out the things around
him which he learns in the class. I am grateful to the teacher who always
makes a continuous effort to make her concepts clear for the students
and creates love for the subjects. I am happy the way you teach by giving
the practical examples which is very effective for the children and they
easily retain them in their minds according to the age group. They try to
learn new words which they see around them. Thanks, to you for creating
an excellent reading habit. Also you are making them creative by doing
various activities. I am contended by seeing my child growing in all
spheres. I am also happy for the good habits you are inculcating in them.
I am only lagging behind with your worksheets which are given online
because it is not very clear to me. Otherwise it is an excellent system and
I am proud to say that my son is studying in one of a best school.

                                                      Aparna Chakraborty
                                              Mother of Ronit Chakraborty
                                                                     P2 C

                    EXCURSION TO DEER PARK P1
P1 kids went to an excursion to Deer Park at Hauzkhas on October 12,
2009. The excursion aimed at exploring the living environment and
observing the special characterstics of animals kept there.
The excursion, though, served as a much wider platform for learning than
expected. Children not just explored the expected areas but also got an
opportunity to observe and talk about the variety of plants and animals
present there. We shared apecial facts about ducks and deers .Children
related their classroom learning to hands on experiences and participated
with bright responses. A child who had read the story of „Enormous
melon‟ in class, when saw a Eucalyptus tree couldn‟t resist saying
“Ma‟am, look! It is an enormous tree.”
Children observed minutely and dragged everyone‟s attention towards
each and every small thing such as spider‟s webs, paddling of ducks,
mixed colour shades on the trunks of trees, woodpecker bird, peacock‟s
gait, thick thorny leaves and much more.
They readily read all the instructional boards present there. After coming
back, we all reflected on the new words that we learned throughout the
day and did a „Match with pictures‟ worksheet to recapitulate the same.
The whole experience can be summarized as a true experience of learning
with fun.


The children were very excited to know that grandparents were coming to
meet them. Mr. and Mrs. Arora, grandparents of Saksham came on 12 th
October, 2009 to shower their love on the children of P-1. Children asked
enthusiastically, “Ma‟am what are they going to tell us.” The moment
dada-dadi entered the hall they all wished them Good Morning very
politely. Dada-Dadi seemed very happy to see all the children addressing
them as their own Dada-Dadi. Dadiji interacted with the children; she
narrated a story to them which children loved and told the significance of
true friends in life through the story. She also encouraged Saksham who
then narrated another story very confidently. Dadiji recited a shloka and
explained its meaning to the children. She sang a song and the children
sang with her in a chorus. The whole experience can be summed up in


We convey our heartfelt thanks to Mr.S.B.Mittal, grandfather of Sanyam
Mittal of P2 A, for making it to school on 7 th October‟09 and sharing his
life experiences with the children.
The children were extremely excited to meet Sanyam‟s grandfather and
they greeted him with lot of enthusiasm. Dadaji narrated a story which
taught them that if they do something wrong to others, they will get back
the same .The children really enjoyed the story and learnt a great lesson
of life. The children were ready with questions/ queries after the story
telling session. Dadaji answered all the questions patiently. One child
asked him about „ghosts‟ and he narrated another short story on „ghosts‟
and made the children understand that there are no ghosts (they are only
in our minds).
Dadaji was happy to be with the children. The children and teachers
thanked him for his valuable time and enriching talk. It was a pleasure to
meet him.


It was a joyous opportunity for me to visit school and interact with the
children. I was impressed with the children. They were taking so much
interest in knowing about the experiences of my school days. Children are
very sweet. If we communicate with them with love and affection, they
respond. I had a good experience.

S.B.Mittal (Dadaji)
            Curriculum Inputs for P1

      For the month of November-December 2009


   Recites and sings poems, songs and rhymes.
   Enacts plays/skits.
   Enjoys reading story books and multiple readers.

   Understands the use of „in‟, „on‟,‟ under‟ through activities.

   e.g. The bird is on the tree.                The fish is in the water.

                     The child is under the table.

   Does related activities .e.g. classifying picture cards under given
     sentences, making and writing simple sentences using „in‟, „on‟ and
     „under‟, identifying the use of these concepts in story books etc.

   Improves vocabulary by reading and writing words with „ll‟ sound in
     context of incident description or stories.

   e. g. A bell was ringing and suddenly, I heard a deer‟s call.

   Reads and writes names of some colours ( e.g. green, red) and uses
     them while writing.
     e.g. I saw a black bird on a green tree.

   Understands the use of „ing‟ as action words and others. e.g.
     singing, king.

   Recognizes the use of „has‟ and „have‟ in the sentences through
     stories and paragraphs.
   e.g. I have a black bag.

   Ritu has a big box.

 Improves vocabulary by reading and writing words with „ck‟ sound
   in context of incident description or stories. e. g. A chick was in the
   farm. It saw a duck say – quack quack. The black cock also came.

   Practices the number-names from 0-99.

   Learns to add with the help of objects and pictures.

                           +         =
              3                  +       1    =             4

   Learns to add 0 to any number.
    e.g. 4 + 0 = 4

 Learns to add numbers on the number line.


   Addition facts of numbers till 10.

   Strengthens the concept of addition through word problems and

   Addition of two digits and single digit number with and without picture
    clue, (without carry over).

   Learns to identify the missing addend.

     e.g.   3 + ______ = 7
 Understands the concept of subtraction through word problems and

 Identifies and learns the different forms of subtraction. E.g. backward
  counting, taking away, etc.

 Learns to subtract with the help of objects and pictures.

                              -                      =
                      4               -             2         =      2

   Learns to subtract numbers on the number line.

 Learns to subtract 0 from any number.

 Gains the conceptual and procedural knowledge of subtracting two
  digits and single digit numbers with and without picture clue, without

 Identifies and names the following shapes: rectangle, square, triangle
    and circle.

 Identifies these shapes in his/her environment.


   Understands the importance of eating healthy and avoiding
    unhealthy food.
   Understands the concept of a „balanced diet‟.
   Classifies different food items into different groups like:
    a) Food for energy
     b) Food for growth
    c) Food to fight diseases
    d) Food from plants Vs Food from animals
    e) Healthy food Vs. Unhealthy food
    f) Cooked food Vs. Raw food, etc.
    Plans out menu for a meal or a day for his/her family.
    Learns and talks about good eating habits and practices them in
     daily life.


        Understands the difference between a home and a house.
        Recognizes the need to live in a house by imagining a home-
          less existence.
        Identifies different types of houses and tries to understand
          their specific features. E.g. An igloo – made up of ice blocks.
          A house on stilts – stays above water level during floods.
        Makes a visit to a nearby construction site and identifies the
          different building materials used in making a house like
          bricks, wood, cement, sand etc.
          Identifies the role of different people involved in constructing
            a house like an architect, a carpenter, a plumber, etc.

        Observes and understands the differences in clothing during
         winter season.
        Enjoys sitting in the sun, drinking hot drinks like soup etc.
        Observes and understands the differences in lifestyles during
         winter and summer. E.g. use of heaters, geysers, and wearing
         warm clothes.
        Enjoys eating winter vegetables and fruits and compares them
         with other seasonal vegetables and fruits.


    Take 2-3 boiled potatoes. Mash them well and add some bread
    crumbs to it. Add ½ teaspoon of salt and pepper to it. Place it in the
    fridge to chill for about 30 minutes. Take it out and divide the
    mixture into four equal portions. Mould them into fish shapes. Ask
    one of your parents to shallow fry them. Serve the portions on a
    sea bed of sliced cucumber. Place a pea for eyes and enjoy the

  Child‟s role                           Parent‟s role

  1) Helps in mashing potatoes,          1) Helps in providing boiled potatoes
  adding salt and pepper and placing     and other ingredients.
  the mixture in the refrigerator.       2) Shallow fries the fish shapes and
  2) Moulds the mixture into fish        helps the child in serving them.
  shapes and places a pea for eye.


      What You Will Need:
     Paper and art supplies OR White wipe-off board with dry-erase
      markers OR Paper & pencil
     1 die

      Let‟s Go!
     1. Allow your child to paint or draw a picture containing any amount
         of objects. (The more the better.)
     2. After the picture is complete, have her/him roll a die.
     3. Then, ask her/him to erase or cross out or wipe out that many
     objects and write a number sentence about what he did with his art.
     Example: Say your child draws a picture that contains fifteen toys.
     He then rolls a die and gets the number six. He should erase six
     toys in his picture in any way he chooses. Then at the bottom or top
     of his artwork, he should write 15-6=9.
     4. Talk with your child during the activity to get a sense of what he
     is thinking.

    That way if he makes a mistake you will understand why and know
how to
   help him find a way to correct his mistake.
   Let‟s Go On!
  You can use the same method to do “Addition Art.” After rolling the die,
  have your child add that many elements to her/his picture. Don‟t forget to
   write the number sentence that goes along with the addition.

              Child‟s role                            Parent‟s role

1) Listens to the parent‟s explanation
   about the activity.                     1) Provides required material to the
2) Draws a picture with a lot of
   objects.                                2) Explains the activity to the child,
                                              reminding him/her when he/she
3) 3) Rolls a die and crosses/wipes           forgets the steps.
   out that many objects.
                                           3) Talks to the child during the
4) Counts the remaining objects left          activity regarding what he/she is
   and compares them with the                 doing.
   previous amount.

5) Writes the number sentence
   explaining the process.


     Take three pieces of cardboard. Draw outlines of triangles and cut
     them out. Paste them one above the other in such a way that it
     resembles the shape of a Christmas tree. Paste a strip for the trunk.
     Colour the triangles green, and the trunk brown. Draw or paste
     candles, ornaments and stars.
     so that it resembles the shape of a Christmas tree.Think up of all
     the words associated with Christmas and make a list. Now try to
     find their rhyming words and make up a short poem on Christmas!
     Merry Christmas!!!
Child‟s role                          Parent‟s role

1)                                                      D
     Draws outlines of triangles on      1)Provides the required material for the
     pieces of cardboard and cuts        activity.
     them out.
2)                                                      P
                                         2)Explains the activity to the child and
     Pastes them one above the           helps
     other so that it resembles the      him/her whenever needed.
     shape of a Christmas tree and
     pastes a strip for the trunk.
3)                                                      C
     Colours the parts and
     decorates it.
4)                                                      T
     Thinks up of all the words
     associated with Christmas and
     makes a list.
5)                                                      F
     Finds rhyming words of those
     words and makes a poem on

 1)Let your child think of a number between a stated range of numbers
    while you try to guess the number by asking questions.The number
    of questions should not exceed 15!
 2) Here is a sample conversation.
    Child : I am thinking of a number between 1 and 100.
    Parent : Is it more than 50?
    Child : No.
    Parent: Is it an even number?
    Child : No.
    Parent : Is it more than 20 but less than 40?
    Child : Yes.
    Parent: Can you reach it by starting at zero and counting by 3‟s?
    Child : Yes.
    (At this stage your child could be thinking of 21, 27, 33 or 39.)
 3)Figure out the answers to your own questions.
  4)After you have guessed your child‟s number, let your child guess a
     number from you by asking similar questions.

     Child‟s role                        Parent‟s role
1) Understands the rules of the   1) Explains the rules of the game to the
game and thinks of a number.      child.
2) Answers the parent when        2) Asks the child to think of a number.
asked questions about the         3) Asks relevant questions to guess the
number.                           number.
3) Guesses another number         4) Later, thinks up of a number and helps
thought of by the parent by       the child in guessing it correctly.
asking questions and figuring


     Read out a newspaper comic strip to your child. Point to each frame
     as you read the words. Talk about the message or funny story with
     your child. Next, ask your child to choose a colorful comic strip and
     tell you about the pictures after reading the strip. Then, ask
     him/her to prepare a short comic strip on something funny which
     happened to him/her once.

      Child‟s role                       Parent‟s role
  1)Tries to read the comic strip        1)Reads aloud the comic strip to
  shown by the parent and to             the child and shows him/her
  match the pictures with the text       how to associate the text and
  to understand the story.               pictures.

  2) Draws a comic strip using a         2)Reads the comic strip made
  couple of pictures and writes the      by the child and appreciates
  text too.                              his/her efforts.

      To introduce children to mapping, use your home as a starting
      point. This activity is designed to practice beginning mapping skills.
      Children will learn that a map is a representation of an area.

What You'll Need:

     Paper
     Pencils
     Crayons

Here's How to Do It

Use the paper and draw an outline of your favourite room. Then, place
drawings on the map to represent furnishings. Ask your child simple
questions about where certain things would be located on the map.

 Child‟s role                           Parent‟s role
    1) Draws a map of his/her              1) Explains the activity to the child.
       favourite room in the house.

                                           2) Asks simple questions about where
      2) Places drawings on the map           certain things would be located on
         to represent things in that          the map.
Curriculum Inputs for P2

For the month of November-December 2009



     Recognizes „Doing words‟.

     Identifies and underlines words in the given sentences and

      For e.g. 1) Jatin kicked the ball.

              2) Seema is cleaning the table.
            3) The baby is crying.

   Uses doing words to fill in the blanks.

    For e.g. A bird flies in the sky.

   Recognizes „Tenses‟.

   Identifies the correct tense – past, present, future.

    For e.g. Abhishek went to the market.        – Past tense
             Siya is going to the market.        – Present tense
             Ravi will go to the market tomorrow. - Future tense

   Uses the correct tense of a given word to fill in the blanks.

    For e.g. The dog is ________ (run) in the room. (present tense)

   Writes creatively on a given topic.

    For e.g. If I were a king/queen.

   Reads an unseen passage and answers the given questions.

   Reads and comprehends from the multiple readers.

   Recites poems with expressions.


   Recognizes and writes number names till 700 under HTO.

    For e.g. 554 – five hundred fifty four
             693 – six hundred ninety three

   Expand numbers till 700.
    For e.g. 567 = 500 + 60 + 7

   Understands the signs of < , > or =

    For e.g. 419 < 590
             623 > 323
             311 = 311

   Identifies what comes before, after and in between.

    For e.g. 699   _____
             _____ 550
             499 _____ 501

   Arranges numbers till 700 in ascending or descending order.

    For e.g. 401, 656, 299, 564
             ___, ___, ___, ___

   Does sums on subtraction with borrowing
                         i)   Under HTO and
                         ii)  Word problems

    For e.g.- A pile of bricks had 423 bricks.218 bricks were used to
              make a wall. How many bricks are left?

   Identifies and writes ordinal numbers.

   Estimates the measures of length and distance using non-standard
    units like piece of string, fingers, handspa and pace.

   Compares two or more objects by their weight and use of simple

   Does skip counting of 3, 4, 5.

    For e.g. 4, 8, 12, 16, 20, 24, 28, 32

   Describes orally the situations that correspond to a given addition or
    subtraction fact.
     For e.g.   47 – 15
     There were 47 bananas in a basket. A monkey came and ate 15
     bananas. How many bananas are left in the basket?

    Compares the volume in different shaped containers, estimates
     their capacity and verifies by pouring them out.

     For e.g.


    Air

                            NEED AND
                             USES OF


         AIR                                 PROPERTIES
      POLLUTION                                OF AIR

    Discusses about need and uses of air.

    Understands the properties of air.
     For e.g. Air occupies space.
              Air has weight.
   Identifies the causes of air pollution and ways to prevent it.

   Directions

   Names and identifies four major different directions- N, S, E, W.

   Weather

   Discusses about different weather conditions and climate.

   Identifies factors responsible for changes in the weather conditions.
Activities to be done at home

            WHO IS FIRST?

     Take/draw picture cards of any three different objects in a set.
     e.g. a bag, a television, a pen

     Now arrange them in ascending or descending order according to
     their height or weight. Also tell which is I, II, III.

     Carry on the game with as many sets you want.
     E.g. animals, plants etc.

         I                   II                 III

 Suggested role of the parents         Suggested role of the child

Parents may help the child to The child will observe the pictures
prepare/draw picture cards.        carefully  and   put   them    in
                                   ascending or descending order.
Parents should see if the child is
arranging the pictures correctly.

     Watch one cartoon show. Select any one character. Write down
     all the actions he did in one episode. The children can also draw
     the actions (wherever possible).

 Suggested role of the parents          Suggested role of the child

The parents can select the cartoon The   child  will   observe  the
show which they want their child character carefully and note down
to watch.                          as many actions as possible.

The parents can help them with
spellings as and when required.


     Take any object and keep it straight on a table ( e.g. a bottle, a
     toy etc.).Ensure that there is proper sunlight in that room during
     the day and at night, the room should be properly lit. The object
     should be placed at one position only.

     Now the child will carefully observe and measure the object‟s
     shadow and maintain a record of it at the following time:

      8:00 a.m.
     12:00 p.m.
      3:00 p.m.
      6:00 p.m.
      8:00 p.m.

  Suggested role of the parents       Suggested role of the child

The parents can help the child in The child needs to hold the scale
measuring the shadow using a properly and measure the shadow
scale.                            accurately.

The parents will have to remind
the child about the time.

The parents should ensure that
the same object is used everytime
and it should not be moved.


      Observe the things around you and measure them with your
      For e.g. table, bed, your mother‟s height etc.

      Write the estimate length (approximately) in handspan of the object
      and then measure and write the exact length in handspan. Now
      compare and find the difference between the estimate and the
      exact length.

      For e.g. length of the mirror in your room
               Estimate length= 5 handspan
               Exact length= 8 handspan
               Difference= 8 – 5 = 3 handspan

  Suggested role of the parents           Suggested role of the child

The parents can help the child The child has to be accurate while
while measuring and estimating measuring.
the length of an object.

The parents should ensure that no
gap is left while measuring.


          Collect wrappers of different products you see in your house.
          Draw and name the products and mention whether their volume
          /weight is in litres (l) or kilograms (kgs).Write the names under
          two different categories i.e. Products in kilograms and products
          in litres.
  Suggested role of the parents      Suggested role of the child

The parents can help the child in The child should read the weight
collecting the wrappers.          carefully and check whether the
                                  product is liquid or solid in form.
The parents can help the child to
locate the volume/weight on the


         Imagine yourself as a bird who had gone to some other planet
         for some time. Now you are back to your planet Earth. Compare
         and draw the difference between the two planets, keeping in
         mind the pollution level and life style.

  Suggested role of the parents      Suggested role of the child

The parents can help the child The child has to keep in mind the
with   key/relevant    vocabulary impact  of   pollution on  the
words while comparing.            environment.

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fdz;k vkSj laKk ’kCnksa ds uke fpV }kjk fudkys x;s ’kCn dk iz;ksx
lkspdj fpV cukus esa fon~;kFkhZ okD; esa Tk:j djsa A
dh lgk;rk djsa A

tc fon~;kFkhZ okD; cuk, rks mls
lqudj viuk lq>ko nsa A

       dfork ys[ku

PN ;k D[k okys rhu ’kCnksa dk iz;ksx djds ,d dfork fy[ksa A
         vfHkHkkod lg;ksx                        fon~;kFkhZ asdk;Z

tc fon~;kFkhZ dfork fy[ksxsa rks dfork fy[krs le; rhu PN ;k D[k
mls lqudj viuk lq>ko nsa A       ’kCnksa dk iz;ksx vo’; djsa A

Editorial Board

Dialogue Coordinator         - Ms Radhika Wadhwa
P1 dialogue                  - Ms Rashmi Mehta
P2 dialogue                  - Ms Priyanka Gaba
Hindi Editor                 - Ms Devja Chhabra
English Editor               - Ms Preeti Tayal
Grandparents Forum           - Ms Priyanka Gaba (P2)
                             - Ms Anjali Madan (P1)
Excursion Coordinator        - Ms Renuka Semwaal
Primary Coordinator          - Ms Anupama Chand