A government school, painted by us: the windows, the walls (compound and classroom), the boards and the doors, as well as diagrams related to biology in some of their
classrooms. This required a lot of collaborative work as certain people were better at drawing and others at painting.

We spent the whole day there, observing the children and they, fascinated by our work.
My personal challenge was that I have never been much of an artistic person and I knew I had to put 100% to get this done. For example, when painting the windows we had to
make sure that no air bubbles remained once the coats were done. Initially, I struggled a lot with this, but eventually figured out some tricks, like changing the direction of the
roller. Even when painting the diagrams, I had to be cautious and slow to make sure it was accurate and precise.

Our impact on the community was created by the fact that every day when the students come to school to learn, they will now be able to learn in a colourful and beautiful
environment, with interactive diagrams from their textbook. Their doors, windows, walls and boards now look new and clean and, by simply being in a better environment I think
their community will be able to appreciate the school more and be motivated to learn. This issue of poorly maintained public schools being repainted may not seem like much of
an action, but has an impact on the feel-good factor of people going there every day. All over the world, education is important for progress, and I hope that by this simple act
we created an impact that would be felt in that small school community.

ANOUSHKA MANIK (G11)

I visited an ‘Anganwadi’ in association with the NGO CRY  (Child Rights and You). Until this visit, I had heard about Anganwadis but never exactly knew what it was. An Anganwadi is a type of rural child care system in India implementing mother and child nutrition and care
programmer for children below the age of 6.

Most of the Anganwadis are in a bad shape as they lack proper infrastructure and resources.The one that I visited was a small and dim-lit room with very small children sitting around chatting and playing with each other. Interacting with them was not easy – most of us didn’t know the local language and since they were very small children their
attention span was extremely short. I struggled with communicating with them, because although I knew a decent amount of Kannada, I was scared to experiment with
my skill. I also realised that some of the children may know my mother tongue, Tamil. So, I asked around and decided to closely interact with two children who could speak both
languages. I played a clapping game, tattooed their arms and they requested me to teach them the English alphabet. I was actually quite surprised, and realised the kind of
privilege that I have of knowing English. These children are yearning to learn the language and that was visible when I was teaching them. I also went on to feed one of the
children, it was probably my most wholesome and satisfying experience I have ever had. I really think I want to take this forward as my CAS project and try to change these
children’s lives forever.

ANUSHREE ARORA (G11)

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