We took a whole school approach with the Skills Builder Global accelerator program. Right from our Preschoolers (aged 3 to 5) to our 10th Graders (age 15), all classes actively worked on developing the eight essential skills. The teaching of skills looked different across the different ages. For example, we took an activity based and gamified approach with our Preschoolers, like building shapes out of building blocks and collectively making a given shape using team members. Older Grades accomplished student-led projects in the community, like a reading program, conducting surveys on SDG’s, conducting workshops for their younger school mates. Being able to deliver suitable skills teaching for these different age groups was really important in supporting their development and understanding.

The evaluation and measurement of activities was done in the form of observations done by the teachers in class using the Universal Framework. The vast positive change in the performance of students, both in academic and vocational activities were recorded and the teachers continued to maintain a record of every child mentioning the skill step that they had been able to achieve in each of the eight essential skills. We also started giving worksheets to students, adapted from the Skills Builder Skills Workbooks, which helped them in understanding the essence of the skill and accomplish the given task. This data has proved to be very helpful for child profiling, for planning interventions and support and also when the child is promoted to the next class - as it allows the new class teacher to have an overview of the skill based progress of the child at a glance. The feedback from teachers using the framework as a tool for assessment was very positive.

We introduced a daily 30 minute period dedicated to teaching essential skills in the timetable. This period focused on initiating a dialogue with the students and teacher about a chosen skill and why it is important, what can be done to master it and how they will be going about it. The students maintained a separate skills workbook from the Skills Builder Hub for themselves and were rewarded with stars and smiley stamps whenever they displayed a skill. Most importantly, skills were integrated as a part of lessons and not treated as a stand-alone subject. Along with other aspects of our ‘lesson plan template’, like objectives, learning outcomes, resources etc, skills & skill steps acquired were also expected to be planned. Every activity, lesson or event executed was associated with skill enhancement and this over a period of time became an unsaid school norm.

For us to achieve this principle, consistency had to be the key. We held a variety of different events to give students opportunities to apply their essential skills. Weekly JAM (Just a Minute) sessions became a regular feature across all classes every Saturday, where the students were given a set of new topics every week to choose from and share their thoughts. Another example was a weekly holistic session we ran where a speaker was invited to the classes to share different topics. In these, students listened, engaged in a conversation and asked questions. Assemblies also remained a point of focus for essential skills, where it was ensured that each day, a different set of students conducted it and got a fair chance to share. The day for each class ended with a quiet time that allowed them to reflect on the day’s happenings and for the teachers it ended with circle time where every day one teacher got a chance to share her positive highlights of the day. All of these opportunities gave students a great chance to apply their essential skills.

The students engaged in many community projects like: • Read to lead: A free for all reading program which they conducted at community gardens and also underwent the procedures of seeking permissions from authorities for the same. • Cold war: The students assumed responsibility of collecting blankets from people (parents/residents etc) to be distributed amongst the homeless and less fortunate who are struggling with the biting cold. • As a part of Collaboration for compassion (CFC movement): The secondary children collaborated with their counterparts from a school in Ghaziabad, and together developed a prototype of a Social Emotional Well-being club in their respective schools – this is to be materialised in the coming academic year of 2022-23. • Our third graders connected with a neighbouring school and successfully completed a 6 month exchange program with the focus being on SDGs • Our 3rd , 4th and 5th graders collaborated with Ballentrea School, Scotland and exchanged their findings on SDGs of ‘Life below water’, ‘Gender Equality’ and ‘Quality Education’. • Some selected pupils from the secondary engaged in a six-week student leadership program where they showcased and honed all the essential skills. • A team of students readily prepared themselves for a IMUN conference at a school in Kolhapur (a city within Maharashtra) with less than 48 hours in hand and represented the school at the conference where they made meaningful contributions. • These are some of the instances where the students engaged their skills essential and experienced the growth that takes place after stepping out of their comfort zones. Teachers feel far more confident in embedding and showcasing essential skills as part of these activities.