Page 288 - DAIS Insignia 2024-2025

CAS PROJECT - ENGLISH VINGLISH CAS PROJECT -

“English Vinglish” is a remarkable initiative led by a group DAIS INVESTMENT CHALLENGE
of 13 IB Year 12 students at the Dhirubhai Ambani The DAIS Investment Challenge was an initiative to
International School, aimed at empowering and uplifting introduce the basics of investing and passive income to
the non-teaching staff by enhancing their English students who were about to enter adulthood, helping
proficiency through interactive and engaging methods.
The project extended beyond traditional language them sustain a healthy financial status throughout their
lives. The main objective was to hold sessions with
teaching, focusing on building confidence, improving
communication skills, and fostering a more inclusive students around the ages of 16 and 17 about the basics of
environment. In the creativity stage, we engaged in finance, accounting and investing. Additionally,
structured ideation and planning, assessing the staff's financial literacy was also taught to students to provide
existing language skills and curating lessons tailored to a holistic learning curve, with the end goal being a
their needs. The sessions covered essential topics such as comprehensive, team-based, investing challenge
greetings, workplace conversations, numbers, and between the students to test their skills in a friendly
directions, ensuring that the learning was practical and competition. First, a client was chosen with a specific set
directly applicable to their daily interactions in and outside of investment goals and a background for the teams to
school. To make language learning both effective and get to know their client, helping them design their
enjoyable, we incorporated interactive teaching tools such strategies to cater to their personality. For over a month,
as role-playing exercises, worksheets, flashcards, and real- the students were taught about the different methods
life scenarios, reinforcing vocabulary and conversational to undertake asset management and how one can go
skills. Recognizing that oral proficiency is just as important CAS PROJECT - PEER TUTORING about formulating a strategy. To end the competition, a
as written skills, we placed a strong emphasis on conversation practice, starting each class with a speaking activity. We wanted to start the Peer Tutoring CAS Project in DAIS comprehensive presentation of the strategies were
Transitioning to the Activity phase, we conducted regular interactive sessions that encouraged active participation, where as we recognised that the students in our school would done by the students and they were evaluated on the
security and housekeeping staff engaged in dialogues, discussions, and role-plays to improve pronunciation, fluency, and benefit from academic help from their seniors. We were basis of how they covered the intricacies involved, while
confidence. These activities helped create a supportive learning environment where they felt comfortable practicing their extremely happy with the positive response from keeping in mind the connection they just maintain with
skills without hesitation. We followed an immersion-based approach, incorporating storytelling and real-life experiences everyone and had a lot of sign-ups. We tutored students their client throughout their pitch. Meanwhile, we
to make the sessions more relatable. One of the challenges was ensuring consistency while accommodating their in various subjects such as Math, Hindi, Science and conducted financial literacy sessions with the Assembly
demanding schedules, which we tackled by offering flexible learning sessions. The service aspect was evident in the foundation in a municipal school in Kherwadi, Bandra
positive impact the project had—the staff gradually became more comfortable communicating in English, enhancing Geography and also helped our tutees to create a East, where we taught students about all the basic
their ability to interact with students, teachers, and visitors. Periodic assessments helped track progress and refine studying schedule. We worked with each student financial skills they would require in the future - taxation,
teaching strategies to suit their pace. They also used online applications like Duolingo for consistent learning throughout individually to give them test-taking skills specific to passive income, lending etc. By the end of the project,
the week. In essence, “English Vinglish” is more than just a language class; it is a dynamic and inclusive initiative that them. These sessions were not just extremely beneficial team had done what they had set out to achieve - to
combine traditional teaching methods with interactive tools and learning. for the students, but also helped us all to improve our own spread awareness and knowledge of financial literacy
communication and organisation skills. Apart from the for a brighter future tomorrow.
ESPAÑOL B NS – UN VIAJE Breaking tutoring sessions, we also worked on organising the
Sports Day for a local NGO, Angel Xpress. Planning a
ASOMBROSO the Fourth sports day was a unique experience that brought with it
Hasta cierto punto, me encanta ver las Wall: uncommon challenges but also opportunities to
reacciones de las personas cuando les digo Theatre for collaborate. We were also continuously in touch with
que he tomado un idioma extranjero en nivel Social NGO representatives so we could avoid logistical glitches
superior. Siempre he recibido caras and make the day as enjoyable for the students. Running
confundidas y una serie de preguntas rápidas. Change the event helped us come up with spontaneous solutions
Por lo tanto, cada vez, estas reacciones me for unforeseen problems. Watching the students enjoy
recuerdan la importancia de tomar riesgos y As a student of themselves on that day brought us all immense
aprovechar las oportunidades en un entorno IBDP theatre, it satisfaction. and was an immensely fulfilling experience.
tan indulgente como el colegio. has been quite
Mi camino con el español empezó hace cinco an exciting learning experience. I have always been an individual
who felt strongly about social issues regarding injustice, and when I
años, solo por una pasión por los idiomas y un came across Brecht, I was immediately drawn to his style of theatre
a n h e l o d e aprender sobre las ricas due to its consistent commitment to making a social impact
comunidades hispanohablantes que había visto
a través de una formación internacional. Pero, through theatre, which motivated to further Brecht’s theory. I have
año tras año, el español me ha ofrecido no solo chosen a social issue as my content, aligning with Brecht’s Epic
�
habilidades lingüísticas, sino también me ha Theatre, which intends to question social issues. �ज़दगी का �सला
enseñado los matices de la cultura Alienation and Focus on Social Change
hispanohablante, incluyendo una experiencia I understand that Brecht aimed to alienate spectators from getting क्षण भर क� यह लीला, �� माने �यं को शा�त?
de dos semanas viviendo con una familia रत सी �फसलती साँस�, �फर भी हम रहते बे�फ़क्र।
े
cubana en Madrid. emotionally involved in the performance, calling this हर �दन एक प्र�, हर रात अधूरी कथा,
‘Verfremdungseffekt,’ or the alienation effect. He used production
Si tuviera que elegir solo una ventaja de mi and performance techniques designed to remind the audience जो बचा ह हाथ म�, वह भी छट �बना बता।
े ू
ै
experiencia con el español, diría que el idioma they are watching a performance. For example, Brecht’s works often
ha simbolizado un compromiso de aprender broke the fourth wall — the imaginary barrier between audience जीवन न�दय� सा बहता, ��रता इसका भ्रम मात्र,
algo menos convencional. Leyendo literatura and performers. Traditionally, performers behave as though मू� ह हर क्षण का, पर हम खोज� �ायी� का रह�।
ै
y teatro español, interactuando con unaware they are being watched; however, Brecht instructed them मृ�ु नह� अंत ह कवल, वह तो प्रारभ का �ार,
ं
ै
े
estudiantes de todo el mundo y obteniendo to directly address the audience and comment on their actions.
ै
calificaciones gubernamentales han sido This makes the audience active participants, preventing passive जो समझे इस रह� को, वही सदव नीरव।
pasos en un viaje en el que nunca habría संघष� म� जो मु�ाए, मौन म� जो स� दखे,
े
pensado cuando empecé a aprender el consumption and reminding them it’s a constructed performance, वही जी�वत ह वा�व म�, वही जी�वत ह वा�व म� ।
ै
ै
idioma, un viaje lleno de éxitos, dificultades, y thereby alienating them. It also prompts them to reflect on the समय न थमता �कसी क �लए, न यह लौट �कसी राह,
े
े
sobre todo, un respeto profundo por una questions and statements directed at them, which Brecht used to
�
cultura que se ha convertido en un hogar. provoke social change. Roli Mohanka working on her तो �� न कर हम हर क्षण को अपना अं�तम वादा ।
Param Davda Sanika Daga IBDP Visual Art studio work शान अ वाल
286 287