Tartan Powai
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TARTAN 2024
TARTAN 2024
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A Tartan Tale of Yore
Colourful Scottish Tartans are favourite designs in
many countries. The tartan developed chiefly in the
Highlands of Scotland. Scottish literature first referred
to it way back in the thirteenth century and since then,
the ‘Tartan’ has established itself as a beautiful and
prestigious design.
The ‘Tartan’ design consists of stripes of various widths
and colours. The stripes cross at right angles against a
solid colour background, resulting in a pattern that is as
distinguished as its historical significance, when each clan
and family designed its own pattern.
Just like the ‘Tartan’ of long ago, our School magazine
‘Tartan’ encompasses glimpses of the manifold curricular
and co-curricular activities of
our School and the creative talents of
our children who come from different cultural
backgrounds that blend harmoniously to create the
Bombay Scottish School Tartan.
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FLEUR DE LIS
This symbol is associated with
scouting and guiding. it represents
honour and duty, the qualities
cherished by Boy Scouts and
Girl Guides.
Elizabeth (Girls)
MacGregor (Boys)
LION
This insignia associated
with the Scottish coat of
Arms exemplifies courage and
leadership and the
desire to reach ever upwards
to attain one’s goals.
Victoria (Girls)
Kennedy (Boys)
SCOTTISH CASTLE
it evokes the feeling of
a home away from home.
An impregnable castle,
it stands firm and strong
in the face of all odds.
catherine (Girls)
MacPherson (Boys)
PALM TREE
it suggests the location
of the school in the green
palm wood where education
would take firm roots and
produce good fruits.
Anne (Girls)
Haddow (Boys)
THE SCHOOL SHIELD AND CREST
The School Shield represents the ‘cross of St. Andrew’, the patron saint of Scotland. The white ‘crux
decussata’ (cross) quarters the shield into four segments each representing a house denoted by
Fluer – de – Lis, the Scottish castle and the Lion and the Palm Tree.
OUR MOTTO
Perseverantia Et Fide in deo. These Latin words mean ‘Perseverance and Faith in God’. They are two qualities
which personify the Scottish character. Bombay Scottish expects every Scottishite to do his duty and
endeavour to achieve success in life by means of honest and strenuous effort, putting complete faith in God.
THE SCHOOL FLAG
The School flag is sky blue in colour. it bears the ‘crux decussata’ or the cross of St. Andrew. Although never
officially adopted, the St. Andrew Saltire (cross) became the emblem of Scotland and has been flown for
hundreds of years. it was incorporated in the Union Jack that became the British National Flag after
the union of England and Scotland in 1707. St. Andrew was a fisherman and brother of Simon Peter.
At first, he was a disciple of John the Baptist. He brought to Jesus the boy from whose lunch the Lord
produced enough to feed a crowd of five thousand. Jesus later made Andrew his first apostle and
promised to make him a ‘Fisher of Men’. Andrew was crucified on an X – shaped cross called the ‘crux
decussata’. He became the patron saint of Scotland as early as the eighth century.
St. Andrew’s Feast day is celebrated on 30th November. Funds collected on St. Andrew’s day were donated
to the orphans of Bombay Scottish. These funds came from abroad. it is the sacred duty of every Scottishite
to keep the flag flying high.
THE SCHOOL HOUSE SYSTEM
The House System was introduced in 1921.The Boy’s Houses are named after Scottish Missionaries who
were closely associated with the Orphanage; they include: Haddow, Kennedy, MacPherson and MacGregor.
The Girl’s Houses are named after the Scottish Queens: Anne, Victoria, catherine and Elizabeth.
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CONTENTS
1. A Tartan Tale of Yore .................................................................ii
2. About Our School .................................................................... 1
3. contents .................................................................................. 2
4. Editorial ................................................................................... 3
5. From the Principal's desk ........................................................ 4
6. class Photographs 2023-2024 ................................................ 6
7. Sports Teams ........................................................................ 26
8. Staff Photographs 2023-2024 ............................................... 35
9. A Farewell Note .................................................................... 38
10. Annual Report ....................................................................... 39
11. Annual Prize day ................................................................... 85
12. School Anniversary ............................................................... 90
13. investiture ceremony ............................................................ 92
14. National day celebrations ..................................................... 93
15. Teacher’s day ...................................................................... 95
16. Swimming Gala ..................................................................... 96
17. Annual Athletic Meet ............................................................ 97
18. Frexpressions /Talent day ................................................... 110
19. Annual concert ................................................................... 115
20. change of Guard ................................................................. 131
21. Valedictory .......................................................................... 132
22. Farewell icSE 2024 ............................................................. 133
23. Words From the Wise ......................................................... 135
24. Founder's day ..................................................................... 137
25. The Future Begins Here ...................................................... 138
26. School clubs ....................................................................... 159
27. Beyondaries - Global Scholars ............................................. 165
28. Pride of Scottish .................................................................. 166
29. Winning Laurels .................................................................. 167
30. Teachers' Nook .................................................................... 169
31. A Way with Words.............................................................. 170
32. Musings of the Mind ........................................................... 218
33. Hues & i .............................................................................. 227
34. Appreciation Galore ............................................................. 235
35. School Song ........................................................................ 237
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Editorial
THE INTERPLAY OF MATHEMATICS AND HARMONY
The mathematical sciences particularly exhibit order,
symmetry, and limitation; and these are the greatest forms
of the beautiful. - Aristotle
in everyday life, a discreet silent composer orchestrates
the harmony that often goes unnoticed. From the rhythmic
patterns of nature to the precision in our technological
marvels, this discipline weaves its beauty into the fabric of
our existence - Mathematics.
Take the Fibonacci sequence for example – the patterns
and relationships it presents offer insights into harmony and
interconnectedness – each number in the sequence is the
sum of the two preceding numbers. This sequence appears
in various natural phenomena, such as the arrangement
of leaves on a stem, the spiral patterns of shells, and the
branching of trees. it suggests a fundamental pattern
underlying the diversity of life, linking disparate organisms
and structures together.
Beyond their artistic appeal, Tartan patterns find
practical applications in various fields, from
fashion and textiles where typically,
each design represents a specific
clan from each geographic area
in Scotland. When an architect
makes a house plan, the square
grids are a type of tartan. The
graph sheets that students
use in school to learn about
the area also have Tartan
designs. By understanding
the mathematical principles
underlying Tartan designs,
students can gain valuable
insights
into
real-world
applications of Mathematics.
As
we
reflect
on
the
importance of integrating
Mathematics, the patterns
of the Tartan and the Fibonacci
sequence
into
our
everyday
experiences, i would like us to ponder on the bigger question:
How does the exploration of the principles of Mathematics
enrich not only our understanding of the world but also our
perception of harmony?
At the heart of the Tartan’s design lies the concept of
symmetry – the balance and harmony achieved through the
repetition of shapes and motifs. Whether it is an interplay of
mirrored reflections in a tartan’s stripes or the arrangement
of tessellating grids of squares, symmetry captivates the
eye and stimulates the mind.
Through the lens of Mathematics, we can perceive the
interconnectedness and harmony in human relationships,
understanding that like equations, they are composed of
interconnected variables, each contributing to the balance and
beauty of the whole. By embracing this interconnectedness,
we can cultivate a culture of empathy and compassion,
fostering harmonious relationships that resonate throughout
our communities.
Our Tartan stands as a symbol
of unity, showcasing the
collaboration of diverse minds
working together for the betterment
of our school. it pays homage to the
unwavering dedication and resilient
spirit of both those who came
before us and those who
continue to contribute today,
embodying the seamless
fusion
of
mathematical
precision
and
human
endeavour.
The Editorial Team wishes to
thank our Principal, Ms Jane
Kotian, for her constant support
in bringing out the twenty-
seventh edition of the Tartan.
- Ms Greeti Chacko
department of Mathematics
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From the Principal’s Desk
‘The way we talk to our children becomes their inner voice…’
- Peggy O’Mara
A popular adage in the bygone Victorian era was ‘Children should be seen and not heard’. This
philosophy of raising children only pushed them into the corner and their feelings, thoughts and
ideas were given no voice. However, we live in different times where our children take centre stage.
Yet, we are in a constant conundrum when it comes to nurturing them. How do we raise children to
be the conscientious adults of tomorrow?
Children usually do not respond well to parenting that is completely permissive or authoritarian. Either
way, disciplinary problems are bound to arise.
Permissive parenting allows the child to have many open vistas and to choose from a buffet of options,
hoping that he will learn to balance it out. But without guidelines and limits set, the child may be
swamped in the miry clay of too many choices. He might challenge family rules and societal norms,
become more of a ‘taker’ than a ‘giver’ and grow up without conscience or accountability.
Authoritarian parenting often looks like it will work as the parent thinks ahead for the child and decides
for him. The tone of the voice is a sufficient command for the child to gear up and obey. However,
if children are not allowed to question, suggest or state their opinions, they will become submissive
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(but not necessarily obedient), might feel resentment, and become palatable and diffident. Their fire
of curiosity and individuality will be quelched before it has even had a chance to ignite.
However, in an Authoritative home, the parent provides for discipline that comes from love. Here is the
exclusive sweet spot where love and discipline intertwine. The parent listens to his child and is aware
of how the child perceives reality and the world around him. There is conversation and dialogue that
maintains the flow of communication. The child feels seen, heard and understood. When the child
makes a mistake, the behaviour is corrected and he must bear the consequences following an apology.
The child expects the parents to discipline him. If the child feels warmth, affection and security from
his family and home, he will always associate discipline with unconditional love, and guidance… not
punishment.
Let your child know that as an adult, you make mistakes too and that you also have worries, anxieties,
fears and reasons for anger. Let them see you as a person who is no different from them. And when
they closely watch you deal with life’s challenges, you will become the greatest example they live by.
As they grow older, they will meet many who will influence them positively (or not so positively),
but you will always be their cornerstone, their guardian of values and strong beliefs, their Bible when
they are raising their own.
There are times when reward and punishment work with children but today, there is an option in
the game plan. Using the tools of encouragement and loving correction makes disciplining today’s
generation far more effective. We don’t want to lead them using a carrot (or the stick) but rather, if
we help them to see the ‘Why?’ it will resonate with them and help them act with integrity, especially
when not under our supervision. Rather than having them comply with the imposition of rules, we
must encourage our children to be empowered by purpose and thus, build character.
Let’s speak to them with purpose and with love. Let’s choose those words wisely and well because
that’s going to be the still, small voice in their mind, always encouraging or warning before they
decide on an action. As we navigate the swift and beguiling currents of modern parenthood, let’s
do good on the tasks we have been given as parents, that of sculpting the
voices within our children, that will echo through their lives.
I think the last lines of Kahlil Gibran’s ‘On Children’ are a befitting
conclusion to this morceau,
“You are the bows from which your children as living arrows are
sent forth.
The archer sees the mark upon the path of the infinite, and He
bends you with His might that His arrows may go swift and far.
Let your bending in the archer’s hand be for gladness;
For even as He loves the arrow that flies, so He loves also
the bow that is stable.”
Thank you.
Ms Jane Alva Kotian
Principal
Bombay Scottish School, Powai
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Class PhotograPhs
JR KG A
Ms Tina Quadras (Coordinator), Ms Rekha Raghavan (Class Teacher),
Ms Reshma Poojary (Activity Teacher)
JR KG B
Ms Tina Quadras (Coordinator), Ms Prem Sharma (Class Teacher),
Ms Rita Tripathi (Activity Teacher)
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JR KG C
Ms Tina Quadras (Coordinator), Ms Jennifer Augustine (Class Teacher),
Ms Neha Srivastava (Activity Teacher)
SR KG A
Ms Tina Quadras (Coordinator), Ms Joyeda Fernandes (Class Teacher)
Class PhotograPhs
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SR KG B
Ms Tina Quadras (Coordinator), Ms Reshma Shreejit (Class Teacher)
SR KG C
Ms Tina Quadras (Coordinator), Ms Cynthia Dsouza (Class Teacher)
Class PhotograPhs
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