Viraaj Vir Singh Excels at District Chess Championship 2026–27

Viraaj Vir Singh, a student of Grade 3 at Shiv Nadar School, Faridabad, delivered an impressive performance at the Faridabad District Chess Championship 2026–27, organised by the All Faridabad Chess Association, and held on 4th and 5th April at Grand Columbus International School.

Viraaj secured the 1st position in the Under-7 (Boys) category, showcasing exceptional skill and focus. He further demonstrated his capability by achieving the 10th position in the Under-9 (Boys) category.

His achievement reflects dedication and strong potential at a young age. We congratulate Viraaj on this accomplishment and wish him continued success ahead.

Outdoor Learning Experience: Kabini, Mudumalai and Ranthambore

Our Middle Years students recently embarked on their Outdoor Learning Experience (OLE) journeys to Mudumalai (MY1), Kabini (MY2), and Ranthambore–Abhaneri (MY3)—immersing themselves in environments that offered rich opportunities for exploration, connection, and growth.

Set against diverse natural and cultural landscapes, these experiences encouraged students to step beyond familiar routines and engage meaningfully with the world around them. From navigating forest trails to observing wildlife habitats, each location offered its own unique context for learning.

Students participated in a range of activities that challenged both body and mind, including rock climbing and rappelling, which built resilience, confidence, and trust. Creative experiences such as pottery sessions with local artisans provided insight into traditional crafts, while interactions within villages allowed students to experience a day in the life of local communities—fostering empathy, respect, and a deeper understanding of different ways of living.

The camps were equally filled with moments of joy and collaboration. Students worked together to build shelters using natural materials like leaves, twigs, and stems, engaged in team games, and shared stories and songs around the campfire—strengthening bonds and creating lasting memories.

Across all three locations, the OLE was not just about adventure, but about developing independence, adaptability, and a sense of responsibility. Students learned to navigate unfamiliar situations, support one another, and reflect on their experiences—gaining perspectives that extend far beyond the classroom.

The Outdoor Learning Experience continues to be a meaningful part of our programme, offering students the space to discover not only the world around them, but also their own capabilities within it.

MY3 Community Project 2025–26: Service in Action

The MY3 Community Project is a powerful culmination of the Middle Years Programme, centred on community, service, and student agency. It encourages learners to explore their rights and responsibilities, engage in meaningful inquiry, and take purposeful action to address real-world needs.

As a sustained, self-directed project, the Community Project enables students to move beyond the classroom—developing awareness of diverse communities and responding through thoughtful and impactful service. It is a journey that combines research, reflection, and action, allowing students to translate learning into meaningful contributions.

A Cycle of Inquiry and Action

Guided by the MYP framework, students engage in a continuous cycle of:
Investigating, Planning, Taking Action, and Reflecting.

Through this process, they develop essential skills such as critical thinking, communication, self-management, and collaboration, while also demonstrating responsibility and a commitment to making a difference.

The project aims to empower students to:

• Engage in sustained, in-depth inquiry within a global context
• Generate new insights and deepen understanding
• Demonstrate perseverance and ownership over an extended period
• Communicate effectively across diverse contexts
• Take responsible action as a result of their learning
• Reflect on their journey and take pride in their achievements

Diverse Projects, Meaningful Impact

This year, 36 students undertook projects that were deeply personal and purpose-driven. Spanning direct service, advocacy, research, and indirect service, the projects reflected both breadth and depth of engagement across key areas:

• Education & Skill Development: Tutoring, literacy initiatives, sports coaching, AI literacy, and life skills for underprivileged and neurodivergent learners
• Health, Safety & Well-being: Menstrual health awareness, first aid training, digital safety for elders, nutrition, and child safety initiatives
• Environmental Sustainability: Clean-up drives, waste management, recycling initiatives, conservation efforts, and community gardening
• Equity, Inclusion & Social Justice: Advocacy on the pink tax, voter awareness, digital literacy for domestic helpers, and support for diverse communities
• Animal Welfare: Stray dog care, adoption advocacy, and awareness on coexistence and ethical practices
• Entrepreneurship & Livelihood: Skill-building initiatives, including baking and awareness around sustainable consumer choices

Growing as Reflective Changemakers

The MY3 Community Project is more than an academic milestone—it is a transformative experience that nurtures empathy, resilience, and a sense of purpose. Through their projects, students not only addressed real-world challenges but also developed a deeper understanding of their role as active and responsible members of society.

As they move forward, these young learners carry with them the confidence to lead, the compassion to care, and the conviction to create meaningful change in their communities.

The PYP Exhibition: Sharing the Planet in Action

The PYP Exhibition (PYPX), centred on the transdisciplinary theme Sharing the Planet, was a powerful culmination of inquiry, student agency, and meaningful action. More than a final showcase, it reflected a sustained journey of curiosity, reflection, and growth.

This journey began in the final month of Grade 4, when students were first introduced to the concept of the exhibition. That early thinking carried forward into Grade 5, where ideas and discussions across Units of Inquiry were continuously connected back to the PYPX, deepening understanding and purpose.

Throughout the process, students explored a wide range of real-world issues, including multidimensional poverty, the importance of reading, waste management, sustainable futures, stray dog management, and global warming. Taking full ownership of their learning, they developed their own central ideas, identified key concepts, and designed lines of inquiry—demonstrating both independence and depth of thinking.

Research was guided by the MISO framework—Media, Interviews, Surveys, and Observations—enabling students to gather diverse perspectives and engage meaningfully with their topics. They independently scheduled mentor meetings, managed timelines, and collaborated with peers, reflecting strong self-management and teamwork.

The emphasis throughout was on the process as much as the product. Students regularly reflected on their learning, refining their ideas and approaches along the way. Their journey was captured through a thoughtfully curated display of photographs and reflections, making their thinking visible.

On exhibition day, the campus welcomed parents and visitors from other schools. Students presented their work through minimalist, student-created displays, choosing handwritten and illustrated formats that reflected authenticity and ownership.

The reflections that followed were equally meaningful. Many students recognised the importance of time management and focus, with one sharing, “When it’s PYPX time, think about nothing else.” Such insights highlighted the depth of engagement and commitment throughout the journey.

The day concluded on a celebratory note, with students coming together over shared moments of joy—marking not just the end of the exhibition, but the culmination of a transformative learning experience.

The PYP Exhibition stands as a testament to how young learners, when given voice and choice, can grow into thoughtful thinkers and responsible changemakers.

Anandam 2026: Gully Girl – A Story of Conviction and Courage

This year’s Anandam production for PY1 and PY2, Gully Girl, brought to life a powerful and timely story about courage, self-belief, and the determination to challenge stereotypes.

Set against the backdrop of a neighbourhood cricket culture, the production followed a young girl who dares to choose cricket—a space often perceived as dominated by boys—and persists despite doubt and exclusion. At its heart, Gully Girl was a celebration of gender equity, voice, and empowerment, reminding us that sport can be a powerful platform for identity and expression.

The evening began with a serene lamp lighting ceremony, accompanied by a moment of mindfulness and a universal prayer, setting a reflective tone. Our young emcees then took charge with confidence, introducing the story with clarity and poise, guiding the audience seamlessly into the narrative.

Through a blend of drama, music, and expressive choreography, learners brought the story to life. High-energy dance sequences recreated the vibrancy of a gully cricket match, while thoughtfully staged scenes explored moments of conflict, doubt, and growing empathy. Music added emotional depth, giving voice to the protagonist’s inner journey of resilience and determination.

As the narrative unfolded, powerful moments—both on the field and within the home and school environments—highlighted the challenges and support systems that shape a child’s aspirations. The turning point, set in a team dressing room, became a moving reflection of belief, perseverance, and the courage to keep going.

The performance concluded on a celebratory note with a spirited musical finale, where learners came together in a vibrant expression of unity, confidence, and joy—capturing the essence of triumph not just in achievement, but in belief.

Learning Beyond the Stage

Gully Girl was not just a performance, but a reflection of months of meaningful learning. Through the arts, learners developed:

• Confidence in voice and expression
• Body awareness and stage presence
• Emotional understanding and character interpretation
• Collaboration and ensemble discipline
• The ability to connect movement, music, and narrative

More importantly, the production encouraged students to reflect on values of resilience, perseverance, and gender equity, reinforcing the idea that every child deserves the opportunity to dream, participate, and lead.

At its heart, Gully Girl reminds us:
The magic is not in the bat.
It is not in the applause.
It is in the conviction within.

Anandam 2026: Little Lunchboxes, Big Stories

Early Years Anandam 2026 was a joyful celebration of imagination, expression, and meaningful learning through the performing arts. Titled “Little Lunchboxes, Big Stories,” this year’s presentation transformed familiar, everyday experiences into engaging stage narratives—allowing our youngest learners to explore themes of gratitude, responsibility, and thoughtful choices in an age-appropriate and meaningful way.

Through drama, dance, and music, children developed essential skills such as stage confidence, voice clarity, coordinated movement, listening, and collaboration. The production reflected not just performance readiness, but a deeper growth in self-assurance and expressive communication.

Bringing Stories to Life

The evening opened with “The Great Tiffin Box Strike,” presented by EY1 and EY2 learners. In this imaginative piece, everyday lunchboxes came alive with personality and emotion. Through expressive role play, children explored facial expressions, gestures, and voice modulation—laying the foundation for early theatrical skills. The narrative gently encouraged reflection on food habits, appreciation, and responsibility, all conveyed with humour and charm.

Dance sequences added energy and vibrancy to the performance, with learners demonstrating coordination, spatial awareness, and ensemble discipline. Music further enriched the experience, as children came together through action songs and rhythmic transitions, building confidence, listening skills, and a sense of unity.

The second performance, “Tenali Raman: Wit Over Noise,” by EY3 learners, transported the audience to a royal court setting. Through structured dialogue and expressive storytelling, students brought to life the wit and wisdom of Tenali Raman. This segment showcased growing theatrical abilities, including clear articulation, controlled pacing, and character differentiation. More importantly, it highlighted the value of calm thinking and thoughtful problem-solving.

Learning Beyond the Stage

Across both productions, learners demonstrated strong ensemble coordination—entering and exiting with awareness, maintaining formations, and supporting one another on stage. The performances reflected a shared sense of responsibility and teamwork, making Anandam a truly collective celebration.

The finale brought the focus back to the children—their confidence, creativity, and joy. Standing before an audience with pride and composure, they embodied the essence of Early Years learning.

Anandam 2026 celebrated far more than performance. It was a reflection of:

• Growing language and communication skills
• Emotional expression and confidence
• Motor coordination and spatial awareness
• Imaginative thinking and creativity
• Independence and resilience

Through drama, dance, music, and play, our youngest learners showed that when given the space to express themselves, their inner magic shines brightly.

At its heart, Anandam reminds us that big lessons can come from little stories—and great confidence begins with the smallest steps on stage.

Scriptoria 2026: Interschool Literature Festival

Scriptoria brought together young minds from across schools for a vibrant celebration of language, literature, and creative expression. Conceived as an inter-school literary fest, Scriptoria aimed to nurture deeper engagement with texts, encouraging students to think, interpret, question, and create beyond rote learning.

The fest was designed to encourage confident articulation, promote ethical thinking and perspective-taking, strengthen vocabulary and interpretative skills, and provide platforms for storytelling, visual narration, and performance, while fostering collaboration and healthy inter-school competition.

Scriptoria 2026 saw enthusiastic participation from 10 schools, with 180+ students from Grades 3 to 8 (ages 8–14) competing across a diverse range of individual and team-based events. The campus buzzed with creativity, curiosity, and the shared joy of literary exploration.

The competitions spanned poetry recitation, storytelling, elocution, and persuasive speaking, alongside creative expressions such as comic strip making, book cover design, collage, and street plays. Students also engaged in vocabulary and literature-based challenges, as well as thought-provoking activities that required them to respond to ethical dilemmas and interpret texts from multiple perspectives—bringing together language, imagination, and critical thinking in meaningful ways.

A defining feature of Scriptoria was the role played by our students as hosts and coordinators. They demonstrated key IB learner profile attributes such as being communicators, principled, and caring, while showcasing strong leadership and organisational skills. Their warm and welcoming interactions with participants and guests contributed to a positive and inclusive environment, reflecting a strong sense of international-mindedness and community.

Scriptoria 2026 witnessed thoughtful performances, imaginative storytelling, and a spirit of healthy competition. Students demonstrated not only linguistic ability but also empathy, creativity, and clarity of thought—bringing literature to life in dynamic and engaging ways.

The fest concluded on a high note, with participants leaving with new perspectives, strengthened skills, and a renewed appreciation for the power of language. Scriptoria continues to grow as a meaningful platform that celebrates voice, creativity, and the joy of storytelling, while nurturing confident and expressive learners.