dossier general(school programs)

i&We Engagements

SEEKHLO EDUCATIO PVT LTD. Kolkata, India

PROPOSAL DOCUMENT FOR INSTITUTES @ BENGAL

pROPOSAL dOCUMENT for Institutes @ Bengal

“We Believe in the difference which we intend to make”

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i&We Engagements

An “Engagement” to Redefine “EDUCATION” and its takeaways

…. A NASSCOM 10K Initiative

Institutions @ Bengal| Information Dossier| 1ST June, 2016



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Schools@ i&We Engagements

Why is i&We Engagements @School

“AN INVESTMENT IN KNOWLEDGE PAYS THE BEST INTEREST”

With a deep rooted philosophy to bring about the change

which we intend to see …we intend to prosper in an era of

understood education, defined choices, clear ideals and pre-

empted technology at a level which it matters most , “our

schools”…in an era where we see our children studying

because it’s fun, making decisions upon them and then

eventually converting it into the next solution towards the

teeming millions….making education the toast towards

every challenge and the answer to every hindrance…i&We

Engagements proposes to dislodge the age old adage of

curriculum based checklist filling…it aims at bringing the

understanding to the “ To be Understood” and it aims to do

this interactively …..

i&We Engagements is on the mission to bring world class

personalized learning to every child.

We are working on revolutionizing the world of education

by using the latest innovations in the field of technology like

machine learning, artificial intelligence, big data and

analytics to overcome all the difficulties a child faces in the

learning process. ….. because we sincerely believe that if

we…



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“DEVELOP A PASSION FOR LEARNING, WE WILL

NEVER CEASE TO GROW. “

Is it just about catering to the flourishing few? .... Certainly Not!!

Our Target Areas:

1. Rural Schools

2. Urban Schools

3. Training Institutes (National & Regional Entrances)

We envision an India of equal opportunity, of minimal divide and of

uniform Growth….

Pursuit/Achievement Plan: 1. Learner & Learning

“The function of education is to teach one to think

intensively and to think critically. Intelligence plus

character - that is the goal of true education.”

Combining the two essences of true education we @ i&We

Engagements believe that impossible is really

nothing….be it the remotest centres in India to the most

developed education houses of the country’s nerve

centres, we have a preamp, we have plan & we have an

implementation strategy because we believe

“Education is not preparation for life;

education is life itself”



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2. Fruitions and Feats

“ Trust yourself.

Create the kind of self that you will be happy to live with

all your life

Make the most of yourself by fanning the tiny,

inner sparks of possibility into flames of achievement.”

To Create that eventual persona of students who are capable to

take informed decisions, choose for themselves, customize

options, select accordingly and eventually carve out an identity of

belligerent confidence is what we aim at….@ i&We Engagements

we propose to celebrate success, efforts and feats to bear true

platforms and truer representations because

Greats have an art to Optimally support the

Goodness in their lives..

They Celebrate their successes & Find

some humour in their failures.

3. Subscription @ The learners Desk

“Success is not a function of the size of your title but the

richness of your contribution.”

With Each skill leading to an understanding, each understanding to

an attainment and each attainment to recognition of the next

domain of effort, we @ i&We Engagements intend to continually

enhance our reach towards effective contributions, and we intend

to make it heard , make it prominent and eventually worthwhile for

the society as a whole….the generation next are not only meant to

face and solve the “next” but their incumbent “NOW” too….we are

there to be the conduits towards the solution.



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OUR USP…...

“Experience Based Learnings”

Hybrid Models (APP based, Cloud Served,

Web present with intensive Human response,

emotions and care intact) with Interactive

Learning

Stress on the “Human” element to Education

An All-encompassing approach

A design for each Domain

Designs which contain:

Workshops, Trainings, Hybrid (Online +

Human Intensive) Tutorials, nerve centre

approaches (Industries & Event Centres),

Productising talents, patenting geniuses of

Tomorrow, Appreciation at each level of

possibility, Scaling to the zeniths of

competition, Interactive Learning, Animation

Leveraging, True “Smartness” of Classes.

An Approach which caters to all strata

without compromise of QUALITY.

Rural and Urban Reach

Pro-Active Skill Mapping

Exhaustive Feedbacks

Across SCHOOLS, COLLEGES, Institutes &

Beyond…

Cut across a coverage which aims to be PAN

INDIA in implementation



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i&We Engagements@ Schools….

i&We Engagements is a NASSCOM 10K affiliate company with interests in developing overall personality (inclusive of the technical expectancy) of the Rural and Urban School Students (on a PAN INDIA basis) across 5 domains (mentioned below) virtuously motivated by our interests in Educational Technology & Advancement , Rural

Development and Doing Away with Social Equations of

disparity…

The domains include the following areas of interest and applications for the "growing generation of geniuses":

1. Scientifically “New” (The scientific purview towards Science) 2. “Socially Awakened” (Gradual workshops towards WHAT, WHEN, WHY & HOW...in a way never delved before!!) 3. Mathematical Interactives (MI)

(Mathematics …Based on the philosophies of Vedic Maths…Designed for the new standards)

4.Computing “THE New Way” (IT, Computer know-how with its Flows and its data)

5.Interactive English Speaking & Personality

Enhancement[IESPE]



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Growth Plan 1:

Scientifically “New” ….

with Redefined Goals

with Redefined WAYS

Our Approach to dealing with science is twofold (For Age Group 12-18):

Prodigy- Active Science Learning

Exchange rote learning for active experiences. Where have the most important scientific

discoveries been made? The answer is real-life, seemingly everyday situations. Prodigy is

focused on constructive learning, the kind of education that guides students to interact with

the objects around them, appreciating and interpreting their scientific value. This program

dramatically improves understanding and retention.

RoboLAB

RoboLAB is a yearlong robotics program aimed at implementing technology enhanced

learning in classrooms. It aims to promote robotics as a tool for application of concepts

learnt by students in classroom using STEM (Science, technology, Engineering and

Mathematics) integration by creating multiple intelligence based learning environment.

RoboLAB provides an opportunity to rediscover and redesign learning by engaging students

in an inquiry based approach to collaborate and be creative in solving open ended robotic

challenges. RoboLAB is best suited for Challenge based learning and Problem based

learning.



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For the Younger Lots we believe there is so much that we can DO!!

Specimens of a few is what we intend to share herewith.

Primary Science Workshops (Ages 8-12)

Bespoke Science Kits Elementary Programs:

We are interested in what science you would like to teach and we can

help to make this as exciting as possible. We can offer a bespoke

workshop, but we do ask that a set of key themes are provided before

we can design, develop and build the kit required. We ask for about 2

weeks for this process to occur.

Specimen for the Young Ones First:

Set Kits:

These kits have a set layout and are not easily changed, but it is a format that we

know that works.

i&We – Engagements with the “Innovators” of Tomorrow

Crazy Chemists – (1hr) (Chemistry)

Explore chemical reactions in this hands-on session. From colour changing

liquids to slimy putty (every child will make a pot to take home), this is sure to get a reaction from everyone! Includes a cool mini explosion!

Snotty Science –

(1hr) (Chemistry, Biology)

The body is under attack from dangerous germs and we must protect it! We will

surprise you by how easy germs can be spread, and find out about this season’s

must have mucus and how it protects us from the dangerous invaders all around

us. Just in case, take some extra home with you as well!!!

Hair Raising Electrons – (1hr) (Physics –

Circuits)

Get ready for some hair-raising action! Explore circuits, conductors and

insulators and create lightning in the classroom. Some lucky volunteers will also

have the chance to make their hair stand on end (Humidity dependant) with the

Van De Graff generator!



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Taste Buddies –

(1hr) (Chemistry, Biology)

Finding out about flavour is the aim of this session. We explore how it is not

just our tongues that help us taste and that some of the other senses are closely

involved, from eyes, tongue and olfactory this is one tasty workshop. We will

all make some fizzy sherbet to take home!

‘Air’Mazing Air –

(1hr) (Physics)

Explore the wonderful world of air in this fun-filled workshop. Investigate how

air make things move with our super air rocket and levitating balls and we will

create giant smoke circles! Includes make your own spinning copter as we see

how air can make things spin.

Rainbow Bubbles – (1hr) + (Grade 1 -3 : 45mins) (Chemistry,

Biology)

Reveal the secret of white light when we see rainbows in the classroom. Play

with special touchable bubbles and create your own bubbles with a fizzy

chemical reaction!

Gross Guts –

(1hr) (Biology)

Follow food down into the belly as we enter the guts and digest the inner

workings of our body from dinner plate to toilet bowl. Find out how the body

gets as much goodness as it can from the food that we eat, and what waste we

leave behind.

Show me the light –

(1hr) (Physics)

Become illuminated as we split apart white light and create rainbows in the

classroom. Discover how light travels and how it can be used in everyday life.

Discover the wonders of UV when we make glowing potions and find invisible

messages that are hidden in plain sight to keep us safe.

What On Earth Is That? – (1hr) (Chemistry –

Materials)

Materials/Properties. Let’s find out ‘What On Earth Is That?’ with this fun filled

Science session that looks at very simple looking materials. Find out how a

material similar to paper can completely disappear in a flash, or how two white

powders can be completely opposite as one drinks a lot more water than the

other. Finally, everyone will get hands on with a chemical reaction that can turn

a simple gooey liquid into a more malleable and bouncy putty. A fun workshop

that also has everyone keeping their own chemistry experiment to take home.



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Our Sensitive Earth –(1hr) (Environment – Chemistry

– Materials)

Carbon dioxide is in the atmosphere and the more carbon dioxide the more

acidic our oceans become. We look at this change in acidity doing tests with

universal indicator. We will also see how liquids that all seem the same can

have different acidity. We then look at packaging and how an edible safer

option can have quite a reaction with iodine, whereas other forms of packaging

are not so easy to get rid of.

Transport Workshop –

(1hr) (Physics)

Extreme transport, we look at why a hot air balloon rises up and launch a rocket

skywards as we learn about the basics of forces within this fun workshop. Make

your own straw rocket and *Paper Stunt Plane. And even see how we can move

a teacher around on our homemade hover-board.

Lend me your ear –

(1hr) (Physics)

Uncover the magic of music and turn up the volume! Discover how sounds are

made and why symphonies are simply superb! We will show you the making

of sound, how it travels and why sounds can be so different. Every child will

make their own mini kazoo to take home in this super sound session.

Water we going to do? – (1hr) (Chemistry

– Materials)

It’s going to be a little wet that’s for sure! From colour changing water and

petrified pepper to making pennies shiny with chemistry. This one-hour session

allows students to explore the wonderful world of liquids.

3, 2, 1 Blast off!!! –

(1hr) (Physics)

In this hands-on workshop children will explore the forces behind rocket flight

with air rockets, hot air pressure popper rocket (Piezo) and chemical

reaction rockets. The children will all make and take home a straw rocket and

as a grand finale all children will witness an outdoor rocket launch which flies over 100ft! then comes back down with a parachute.

Detective Science – (1hr) (Chemistry –

Detective)

Can you use science to discover the mystery of the Whodunit? This fun science

workshop will use scientific techniques to solve crimes. From finger prints to

chromatography and chemical testing of mystery substances. We will slowly

eliminate our funny faced suspects through the process of elimination!



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‘Egg’stronaught – (1hr) (Physics

– Maths)

Design your craft, within budget. Then buy the materials with the Fizz Pop

Pounds. Can you protect the egghead crew of Captain Eggbert and Lieutenant

Scrambled egg from a gutsy end?

ELEMENTARY-AGE SUMMER WORKSHOP PROGRAMS COSMIC SPACE

These are the voyages of young inquiring minds on a quest to discover Space!

Their mission: to take an exciting look at planets, moons, comets, and the stars

to boldly go where bright young minds love to go. (Space suits not required.)

Children will return from their mission with their own piece of the skies!

CURRENT EVENTS

Take a tour on the electron freeway! The class will learn about conductors,

insulators, transistors, and other elements in the world of circuit electricity.

After learning the basics, students will be challenged to work in teams to

complete a circuit and light up a bulb.

DRY ICE-CAPADES

Children will be introduced to the scientific concepts of phase changes and

states of matter. They will witness the phenomenon of sublimation as we

demonstrate the unique properties of dry ice and the spectacular “smoke” it

creates. The children will learn that dry ice is really frozen carbon dioxide and

will experience the Mad Science burp, a display of bubbling potions and,

finally, a thrilling grand finale!

FUNDAMENTAL FORCES

Gravity Inertia Centripetal force - who could ever imagine that an introduction

to physics could be so much fun? We'll experience these awesome forces for

ourselves and build some cool devices to watch them at work!

LAB WORKS

Use your hands as a real Mad Scientist; this whirlwind class

teaches you how an actual lab works! Learn to manipulate

laboratory equipment at your personal lab bench, and take

home your very own Graduated Gear to continue your

research!



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MAGNETIC MAGIC

Investigate the powers and daily uses of magnets! In this class, students will

learn about polarity, will visualize magnetic fields, and will learn how to

magnetize ordinary metals. They will also see how to make a compass

MATTER OF FACT

Exploring the exciting world of matter is fun and exciting.

Create your own molecule, and copper-plate a nickel.

Transform three regular liquids into an oozing batch of your

very own Mad Science putty.

MOVING MOTION (NEW)

Children catapult into Newton's three laws of motion! They yank a cloth from

under dishes and send crash test dummies flying. They adjust the mass of two

identical cars and learn how heavier objects need a bigger push to move the

same distance. Children drop two plastic eggs (one heavier than the other) and

find out they hit the ground at the same time! They see action-reaction forces

at work as a fan cart races across the room and mini-rockets launch through

the air. They twirl into action with the Newton Spinner Take-Home.

SLIME TIME

Giant molecule chains called polymers are vital to modern civilization. In this

program, we will explore, create and play with the most entertaining and

useful molecule known to science, and discover its many shapes and forms.

Children even make their own slime that they get to take home and keep!

SONIC SOUNDS

Discover sound, sound waves and the way household items can be used to

create amazing movie effects. Build your own harmonica too!



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The Turn for The senior Lot!!!

Prodigy - Active Science Learning Overview:

At I&We Engagements, our R&D team works with a student-centred

perspective, to instil wonder and fascination towards science among

young students. We look at science as the rational process that

scientists go through to observe, discover and most importantly, to

devise means to verify and explain their observations.

Benefits

Develops scientific temperament

Improves observation

Develops analytical thinking

Builds confidence and motivation

Improves attitude of learning

Provides Joyful and Meaningful Learning Experience

Strengthens the curricular concepts

Meaningful Continuity of Experiences

In every class, students plan a process to test a hypothesis, put the

process into motion using various hands-on materials and then see the

process to completion. Various facets of a theoretical concept are

covered through different hands-on activities. The courses are meant

for standard 6th, 7th, 8th, 9th & 10th and the concepts are mapped with

the CBSE curriculum.



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PLANS @ PRODIGY:

Program runs in the school without disturbing the regular curriculum

and supplements classroom learning

Content/Activities are mapped with science curriculum topics of

Standards 6th to 10th. Program aims to develop "higher order

thinking skills" among students through the route of hands-on science

learning

Engaging sessions to bring out learners' inquisitiveness and

motivation for experimenting and understanding

Take-away kits are given to students, using which they undergo a

number of experiments and activities throughout the year. For

ensuring learning outcomes, formative assessments are a part of

PRODIGY.

In the process of running PRODIGY in schools, I&We Engagements

will provide the following resources:

Activity kits

Teacher's Training

Instructors ‘Kit

Content

Activity Kits:

Each activity kit is designed to serve as a useful resource for

conducting engaging sessions that bring out learners' inquisitiveness

and motivation for experimenting and understanding. We have

developed the activity kits to facilitate students in exploring variety

of materials and learning the art of project building.

Trainings:

The content development team at I&We Engagements acknowledges

the fact that the success of any designed program depends largely on

the teachers who will implement it in classrooms. We empathize with

the hectic schedules of school teachers; hence we have developed, and



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provide recommended lesson plans for easy accommodation of the

activity-based sessions in the school routine.

Unlike many teacher training programs which are boring, irrelevant

and inapplicable in practice, our teacher training modules are focused

on meaningfully orienting teachers into the new constructivist

paradigm of teaching-learning, in accordance with NCF 2005. To

complement this process, we have thoughtfully designed a

comprehensive Teacher Handbook to drive home the emphasis on

development of students' skills, concepts and scientific attitude, and

their Periodic Formative Assessment as per CCE recommendations.

Instructor KIT:

In an activity-based program, the instructor kit can usually be taken

for granted. However, we at I&We Engagements, realize and

emphasize that the availability of useful material resources with the

instructor has a vital role in ensuring the continuity of the learning

experiences of students.

The instructor kits are thus designed to facilitate enjoyable activities

or demonstrations to help maintain an organic pedagogic flow for

conducting an Engaging session. Specifically, the instructors' kits

consist of Materials for Setting up useful Demonstrations, Inventory

of Handouts and Materials needed during Student Activities, Tool

Kits, First Aid Kit, and a comprehensive Teacher Handbook.

CONTENT:

Our course is unique in terms of a meaningful integration of Hands-on

activities in Science Learning. The content is designed to supplement

what teachers can do in their classrooms. Students' experiences and

questions in the context of the activities may be usefully employed in

connecting the activity-based science learning session with the daily

experiences of students, and with other subjects learnt in school.



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Each student gets a session handout which is designed to augment the

process of activity exploration, explicate the sensory experiences of

the Key Science concepts involved, and narrate relevant human

experiences, for developing an expansive understanding of Science,

among students. The student handouts complement the session

structures for appropriate treatment of the topic; they further facilitate

the instructor in accommodating differential learners, and conducting

periodic formative assessment while conducting engaging sessions

with enjoyable hands-on activities.

RoboLab: Upgrade your computer lab to a robotics lab

Overview:

RoboLAB is a yearlong robotics program aimed at implementing

technology enhanced learning in classrooms.

It aims to promote robotics as a tool for application of concepts learnt

by students in classrooms using STEM (Science, Technology,

Engineering and Mathematics) integration by creating multiple

intelligence based learning environment.

RoboLAB also provides an opportunity to rediscover and redesign

learning by engaging students in an inquiry based approach to

collaborate and be creative in solving open ended robotics challenges.

It is best suited for Challenge Based Learning and Problem Based

Learning.

The key features of RoboLAB are:

Age appropriate robot design activities across grade 6-10.

Easy to use cloud based programming interface.



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Engineering Design Process (EDP) based open ended robotic

challenge statements.

Assessment rubrics to help teachers assess/record students

learning.

Guided PowerPoint sessions to assist students in robot building.

Detailed teachers handbook to help teachers facilitate robotics

classes effectively.

Comprehensive teachers training to empower them to conduct

robotics classes with ease.

Student performance monitoring interface.

Continuous feedback and support through the QSS process.

Hardware:



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iPitara is a modular re-programmable robotic kit. The kit consists of

a processing unit called "the brick" (includes an LCD display screen

and a buzzer), sensors (touch, obstacle, sound, light and continuity), 3

motors, a remote control and mechanical components like wheels,

gears, pulleys, castor etc. The kit also provides Meccano elements

which serve as the building blocks for creating a strong structure for

the robot.

Depending on the challenge thrown in each class, students identify

the various components that could be used to create a robot to solve

the challenge. The kit provides freedom to create multiple solutions to

the same challenge!

Software:



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THiNK VPL lets the user create programs by manipulating program blocks graphically rather than specifying them textually. Instead of writing a set of imperative commands that get executed sequentially, this programming language allows the user to build logic using basic building blocks available for the same. The data flow constructed is like a series of workers available inline that do their assigned task.

THiNK VPL is targeted for beginner programmers having a basic understanding of concepts involved in robot building like mechanics, engineering, science etc. However, THiNK VPL is not limited to novices. The programming language also appeals to more enthusiastic roboteers for rapid prototyping or code development. As a result, THiNK VPL appeals to a wide audience of users including students and enthusiasts/hobbyists.



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Features of THiNK VPL

Tightly integrated with the hardware as only the elements supported by your hardware are available in the software and in exact numbers.

Easy drag and drop of programming blocks while building logic for your robot.

Single click solution to transfer your program onto the hardware.

Ability to save your work and retrieve the same (open) at any instant while building logic.

Enables you to declare your own variables and use them while building program logic.

Syntax checking for elements as you proceed with the logic.

Training:

Three teachers nominated by the school would undergo a 12 hours (2

days) duration training program. I&We Engagements certified

trainer(s) visits the school and conducts the program in the school

premises.

Training covers the following aspects:

1) Overview

Covers the ideology of learning through robotics and how the

principles of science, math and computer programming in theory can

be applied practically through robotics.

2) The hardware (i-Pitara Pro) and software (THiNK)



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Covers a thorough hands-on training on the robotic platform: i-Pitara

Pro. It includes building robots, programming them using THiNK

software and testing.

3) Delivery of content (Design Workshops for students and teachers:

32 days)

Teachers are trained with specialized techniques to effectively deliver

the content to the students. This approach of empowerment helps in

developing confidence in the teachers, with events designed and

reviewed for students on 15-2-15 day basis.

CONTENT:

The yearlong RoboLAB program have 12 sessions each for grade 6

to grade 10. These sessions are a good mixture of Science,

Technology, Engineering and Math (STEM) based concepts and are

each planned for 60 minutes’ duration. These sessions help in the

development of crucial life skills like motor skills, spacial

visualization, logical reasoning, collaborative learning, critical

thinking, time management etc. There are two Engineering Design

Process (EDP) based challenge days per grade to give scope for

independent thinking and qualitative self-evaluation.

Students learn manual robotics (remote controlled robotics structures)

in grade 6 while they are exposed to manual as well as programmable

robotics in grade 7 to grade 10.

The deliverables to the school are:

12 unique Power Point Sessions for each grade to help teachers

conduct the sessions.

STEM relevant learning outcomes for all sessions.

Engineering Design Process (EDP) based open ended robotic

challenge statements (2 sessions per grade).

Assessment rubrics to help teachers assess/ record students

learning.



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Students workbook to record their observations/ work flow

during challenge days.

o This can also be used by teachers as an evidence of

students learning.

Detailed visual instructions to assist construction of models.

Visual programming software - THiNK

o Browser based programming software built on Google

powered platform.

o Inspired from (look and feel) the world famous children

programming software SCRATCH.

o Student performance monitoring interface.

Workshop Duration: Given in each particular section and catered to

the expectation of the associating school!!! (You wish a duration; we

design an “experience”)

Benefits: Need we Elaborate on the true benefits of a program like

this??? Science takes its true form; your child gets the correct norm...



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Growth Plan 2:

Mathematical Interactives (MI)

Designed for the new standards. Every standard, unpacked.

…Based on the philosophies of Vedic Maths…

Objectives:

Covers all learning object

Rigorous concept Development

Address Mathematical processes

Varying levels of depth of knowledge (DOK)

Tied to content progressions

Includes common misconceptions

Sample Gradations and Offering Plan:

Every grade, every concept.

Including traditional & integrated pathways for high school.

Elementary Grades:

1. Grade 1 Assignment — Contexts are grade-level appropriate

with clear text and visuals.

2. Grade 1 Lesson — Engaging visual lessons help scaffold

content.

3. Grade 2 Assignment — Familiar models are used to reinforce

classroom instruction.



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4. Grade 3 Lesson — Real-world connections provide a

pathway to trickier concepts.

5. Grade 3 Assignment — Drag and drop items allow students

to have a more interactive experience.

6. Grade 5 Lesson — Accompanying questions scaffold content

in meaningful ways.

7. Grade 5 Assignment — Multiplication of fractions is

reinforced through visual models.

MIDDLE GRADES:

8. Grade 6 Assignment — Students develop their

understanding of percentages by identifying various

representations of a single percent.

9. Grade 6 Lesson — Students are asked to display a deeper

understanding of negative and positive numbers in a real-world

context by describing the location of and evaluating the

relationship between the given quantities.

10. Grade 7 Assignment — Students apply their understanding

of complementary and vertical angles while identifying the

missing angle measurement.

11. Grade 7 Lesson — Students demonstrate Math Practice 7

by applying the definition of an acute angle to identify the

inequality

12. Grade 7 Assignment — Students strengthen their

understanding of proportional relationships by using percents to

complete the chart and form conclusions.

13. Grade 8 Lesson — Through identifying the most

appropriate measure, students demonstrate their

understanding of the given quantities and assess the precision



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of each option.

14. Grade 8 Assignment — Students extend understanding of

the Pythagorean Theorem by finding the distance between the

points on the coordinate plane.

HIGHER GRADES:

15. Quadratic Equations Lesson — Students are asked to

relate the solutions of a quadratic equation to its discriminant

and its x-intercept.

16. Factoring Quadratic Expressions Assignment — A real-life

scenario involving area requires students to solve a quadratic

equation to find the dimensions of a rectangle.

17. Solving Literal Equations Assignment — Students extend

their knowledge in solving literal equations and apply their skills

by isolating a particular variable in a pentagon.

18. Coordinate Geometry and Area Assignment — Students

use the distance formula in a coordinate plane to calculate for

areas of triangles.

19. Transformation of Functions Assignment — Students

improve their understanding of the nature of functions by

identifying compressions and stretches given in a graph.

20. Identifying Cross-Sections Assignment — Students are

asked to extend their knowledge of a solid formed by a rotation

and to calculate the volume of that solid.

21. Solving Right Triangle Word Problems Assignment —

Students demonstrate their ability to calculate the sides of a

right triangle using a real-life scenario.



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HOW IT WORKS?

Prepare-Instruct

Understand the learning objectives and

prerequisites for each standard.

Easily assess readiness for new concepts.

Visual and Engaging, Rigorous content

Enrich and remediate – easily

Engage-Motivate

Student-directed, blended learning.

Personalized, self-paced learning.

Fluency Development in skills

Points, games, and certificate rewards

Reinforce-Intervene

Create Procedural and conceptual understanding

Help when we’re not there, Embedded Hints and

videos

Instant Remediation

Insight into individual and class performances

Asses and Differentiate

Rigorous Formative and Summative Assessment

Actionable Results Lead to personalized curriculum



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Growth Plan 3:

Interactive English Speaking & Personality Enhancement[IESPE]

“English Language Arts”

a. 8 day (1-3-1-3) sessions for teacher orientation and readiness

b. 32 day (15-2-15) sessions for Student Skill Enhancement,

interfacing, contributory development and assignment solutioning.

Procedure:

Reading Wizard (Via a comprehension of graded material to

read ranging from basic Panchatantra fables to famous pieces of

literature) …. each material needs a basic read time of 10 mins (worst

case)

Picture “Mr. Perfect” (Via a comprehension of levelled videos,

documentaries and visual comprehension acuities, students are

taught the “art” of assimilation, transcription & eventual

reproduction of the series of events and their significance in the

overall scheme of things)

Voice “Modulators” & Critique ( Audio reproduction, hearing

concentration, translation into native understandings and re-

recording for diction, phonetics, pronunciation and abilities to

effectively integrate vocabulary into multiple representations)

Dialogue King/Queen (Effective communication development model

with monologues, bi lingual interactions, group discussions , multiple

thread script understanding, roleplays, theatrics and emulation of

great dialogues, speeches , debates, extempore, impromptu speaking

exercise via an understanding of the catered audience)



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Growth Plan 4:

Computing “THE New Way” ….

with its Brain and its Impulses

with its Flows and its data

Mission Statement:

Our vision is that every student in every school should have the

opportunity to learn computer science. We believe computer science

should be part of core curriculum, alongside other courses such as

biology, chemistry or algebra.

We intend to increase diversity in computer science by reaching

students of all backgrounds where they are — at their skill-level, in

their schools, and in ways that inspire them to keep learning.

Our goals:

Improve diversity in CS Inspire students Create fantastic courses Reach classrooms Prep new CS teachers Change school district curriculum Set up policies to support CS Go globally local



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Breakup of offering:

Computer Science Fundamentals for elementary school

(grade 1- grade 5)

I&We Engagements has developed an elementary school

curriculum that allows even the youngest students to explore the

limitless world of computing - at no cost for schools. The courses

blend online, self-guided and self-paced tutorials with “unplugged”

activities that require no computer at all. Each course consists of

about 20 lessons that may be implemented as one unit or over the

course of a semester. Even kindergarten-aged pre-readers can

participate.

Computer Science Fundamentals for elementary school

(grade 1- grade 5)

Total period of interaction: 77 days (across diff grades)

Workshop Breakup:

C1= W1 + W2 + W3 (Each Workshop has six programs) -

duration (6 days, with 9 days of support – 15 days)

Students create computer programs with loops and events and write algorithms for everyday tasks. Through this they learn to collaborate with others meaningfully, investigate different problem-solving techniques, persist in the face of difficult tasks, and learn about Internet safety. By the end of this course, students create their very own custom game



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or story that they can share. Students starting in Course 1 will be early-readers in the lower elementary grades

Happy MAPS

Move Exercises

Building Foundations

Getting Loopy and much more…...

C2= W4 +W5 +W6(Total of 19 activities) -duration (8 days,

with 12 days of support – 20 days)

Students create programs with loops, events, and conditionals

and write algorithms for everyday tasks. They will translate their

names into binary, investigate different problem-solving

techniques, and discuss societal impacts of computing. By the

end of the curriculum, students create interactive games or

stories they can share. While the description of some lessons

may look similar to lessons in the C1, this review is important

for those who have taken C1 as most will be at the lower

elementary level. The complexity and depth of topics discussed

are scaffolded appropriately to provide all students a rich and

novel experience. Students starting in Course 2 will be students

who can read in the lower and middle elementary grade.

Graph Paper Programming

Real-Life Algorithms

Relay programming

Conditionals

Binary Bracelets

and much more….



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C3= W7 +W8 +W9(Total of 21 activities) -duration (9 days,

with 12 days of support – 21 days)

Students create programs with different kinds of loops, events, functions, and conditions and write algorithms for everyday tasks. Through this they will investigate different problem-solving techniques, discuss societal impacts of computing and the Internet, and learn about Internet transmission methods. By the end of the curriculum, students create interactive stories and games they can share with anyone. Students taking Course 3 will have already taken C2

Computational Thinking

Functional Snatchers

Internet

Crowdsourcing

Digital Citizenship and much more…

C4= W10 +W11 +W12(Total of 22 activities) -duration (9

days, with 12 days of support – 21 days)

Course 4 is designed for students who have taken Courses 2 and 3. Students will learn how to tackle puzzles with increased complexity as they learn how to combine several concepts when solving each challenge. By the time this Course is completed, students will be creating programs that let them showcase multiple skills, including for loops and functions with parameters. Recommended for grades 4-8.

Variables

For-Loop

Function parameters

Abstraction

Binary images and much more….



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Middle School (grade 6- grade 8) Our current middle school curriculum focuses on using computer science and programming within the context of middle school math and science - as a tool to teach math and science concepts. Our newest course-in-development, CS Discoveries, will be a year-long computer science course designed for middle school students (broken into multiple workshops)

Middle School Breakup (grade 6th – 9th)

Computer Science Discoveries

Computer Science Discoveries is a full-year introductory computer science survey course (can be implemented as two standalone semesters) targeted at upper middle school and lower high school. The course takes a wide lens on computer science by covering topics such as programming, physical computing, HTML/CSS, and data. Students are empowered to create authentic artefacts and engage with CS as a medium for creativity, communication, problem solving, and fun.

CLUSTER 1: CS Discoveries: Exploration and Expression (3

Workshops, 21 Days)

The first semester of CS Discoveries introduces students to computer

science as a vehicle for problem solving, communication, and

personal expression. As a whole this semester focuses on the visible

aspects of computing and computer science, encouraging students to



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see where computer science exists around them and how they can

engage with it as a tool for exploration and expression.

WorkShop1- Problem Solving: Computers and Logic (7 days: 3-1-3)

Computers are all around us, and for students much of their everyday

action is impacted by computing. In the unit students will explore

what it means for something to be a computer - what core

functionality brings together all these items we think of as computers.

Students should know how to use computers effectively - this means

being able to navigate a computer and accomplish tasks. Students

look at the many things computers allow people to do.

WorkShop2 - The Internet: Web Development (7 days: 3-1-3)

Students will find empowerment through the realization that they too

can take part in this creation and dissemination of information online

by developing their own web pages from scratch using just HTML

and CSS. By critically examining the web pages they visit every day,

students will start to explore what makes a strong website and then

use their new design process to implement parts of those designs.

WorkShop3 - Programming: Interactive Games and Animations (7 days: 3-

1-3)

Starting off with simple primitive shapes and building up to more

sophisticated sprite-based games, students will become familiar with

the basic concepts that form the foundation of computer

programming. The development of a personalized final project will

engage students in design, testing, and iteration as they come to see

that failure and debugging are an expected (and valuable) part of the

programming process that make your end product better.

Cluster 2: CS Discoveries: Innovation and Impact ( 3 workshops, 96 days)

Where the first semester centres on the immediately observable and

personally applicable elements of computer science, the second

semester asks students to look outward and explore the impact of



Page | 34

computer science on society. Students will see how a thorough user-

centred design process produces a better application, how their

personal data is collected and used on the web, and they will work

with bare circuit boards to see how computers collect input and

return output in a variety of ways. Through the entirety of this

semester student groups will continue to iterate on and refine a

mobile app that integrates everything they’ve learned throughout the

course into one capstone project.

WorkShop4 - Problem Solving: The Design Process (15-2-15)

By following the design process and working with structured group

roles, student groups will identify an audience, investigate their

needs, and develop a concept and paper wireframe for an app to

serve that audience. With concept and wireframe in hand, students

will then develop and interactive prototype of their apps that they

can use to test with actual users, taking feedback to drive further

development.

WorkShop5 - The Internet: Data and Society (15-2-15)

Students will learn what information they leave behind online, and

ways to control who has access to their information. In addition,

students will learn simple ways to collect data and use it to create

apps the display the data to the user in visual ways so that they can

gain insight into how data that is uninteresting at the individual level

can reveal useful information when compiled. Finally, students will

return to the app they began in unit 4 to integrate simple data

collection.

WorkShop6 - Programming: The Internet of Things (15-2-15)

By exploring innovative computing devices from a variety of fields,

students will explore the essential elements of computer hardware.

Using a bare microcontroller board with several integrated sensors

and output devices students will learn how software interacts with

hardware and they will develop prototypes of physical computing

devices. In the final stage of the course student groups will once



Page | 35

again return to their capstone apps, this time connecting them with

their physical computing boards as a means of input, output, or both.

High School (grade 9- grade 12) For high schools, we offer two years (9th -10th & 11th -12th) of

Computer Science courses for beginners: Exploring Computer Science and AP

Computer Science Principles (broken into a series of connected workshops)

HIGH SCHOOL FUNDA

Grade 9th-12th

BREAKUP:

Computer Science Principles

(Contact : 166 Days ( virtual + interactional))

The course introduces students to the foundational concepts of computer science and challenges them to explore how computing and technology can impact the world.

Features

Access to daily lesson plans, covering roughly 150 hours of

material with linked activity guides and assessment support

Build problem solving skills through the use of computational

widgets such as the pixelation and text compression widgets

Rapidly develop shareable web applications using App Lab:

Code.org's online, block to text, JavaScript programming

environment

Experience a blend of online, guided tutorials and open-ended,

project-based learning

https://code.org/educate/applab



Page | 36

Learn from a diverse cast of role models, from well-known tech

celebrities to social innovators who are using CS to tackle

society's problems

Engage all students in constructing their own understanding of

computer science concepts through equitable teaching practices

and inquiry-based instructional strategies

W1:

The Internet: (14 Sections/ 32 days/ 15-2-15)

This Workshop begins exploring the technical challenges and

questions that arise from the need to represent digital information in

computers and transfer it between people and computational

devices. In the second half of the Workshop, students solve problems

similar ones that had to be solved to build the real Internet. Students

design their own versions of protocols, each one layered on the

previous one, in a process that mimics the layered sets of protocols

on the real Internet. Topics include: the digital representation of

numbers and text, Internet Protocol, DNS, and TCP/IP.

W2:

Digital Information: (14 Sections/ 32 days/ 15-2-15)

This Workshop further explores the ways that digital information is

encoded, represented and manipulated. In this Workshop students

will look at and generate data, clean it, manipulate it, and create and

use visualizations to identify patterns and trends.

W3:

Algorithms and Programming: (28 Sections/ 40 days/ 17-6-17)

This Workshop introduces students to programming in the JavaScript

language and creating small applications (apps) that live on the web.

This introduction places a heavy emphasis on understanding general



Page | 37

principles of computer programming and revealing those things that

are universally applicable to any programming language.

W3:

Big Data and Privacy: (12 Sections/ 22 days/ 10-2-10)

The data rich world we live in also introduces many complex

questions related to public policy, law, ethics and societal impact. In

many ways this Workshop acts as a Workshop on current events. It is

highly likely that there will be something related to big data, privacy

and security going on in the news at any point in time. The major

goals of the Workshop are 1) for students to develop a well-rounded

and balanced view about data in the world around them and both

the positive and negative effects of it and 2) to understand the basics

of how and why modern encryption works.

W5:

Building Apps: (21 Sections/ 40 days/ 17-2-17)

This Workshop continues to develop students’ ability to program in

the JavaScript language, using Code.org’s App Lab environment to

create a series of small applications (apps) that live on the web, each

highlighting a core concept of programming. In this Workshop

students transition to creating event-driven apps. The Workshop

assumes that students have learned the concepts and skills from

Workshop 3, namely: writing and using functions, using simple repeat

loops, being able to read documentation, collaborating, and using

the Code Studio environment with App Lab.

CS Discoveries

An introductory Computer Science course that empowers students to create authentic artefacts and engage with CS as a medium for creativity, communication, problem solving, and fun.



Page | 38

Cluster 1: CS Discoveries: Exploration and Expression (3 Workshops, 42 Days)

W1 - Problem Solving: Computers and Logic (14 days: 6-2-6))

Computers are all around us, and for students much of their everyday

action is impacted by computing. In the Workshop students will

explore what it means for something to be a computer - what core

functionality brings together all these items we think of as computers.

Students should know how to use computers effectively - this means

being able to navigate a computer and accomplish tasks. Students

look at the many things computers allow people to do.

W2 - The Internet: Web Development (14 days: 6-2-6)

Students will find empowerment through the realization that they too

can take part in this creation and dissemination of information online

by developing their own web pages from scratch using just HTML

and CSS. By critically examining the web pages they visit every day,

students will start to explore what makes a strong website and then

use their new design process to implement parts of those designs.

W3 - Programming: Interactive Games and Animations (14 days: 6-2-6))

Starting off with simple primitive shapes and building up to more

sophisticated sprite-based games, students will become familiar with

the basic concepts that form the foundation of computer

programming. The development of a personalized final project will

engage students in design, testing, and iteration as they come to see

that failure and debugging are an expected (and valuable) part of the

programming process that make your end product better.



Page | 39

Cluster 2: CS Discoveries: Innovation and Impact

( 3 workshops, 96 days)

Where the first Cluster centres on the immediately observable and

personally applicable elements of computer science, the second

Cluster asks students to look outward and explore the impact of

computer science on society. Students will see how a thorough user-

centred design process produces a better application, how their

personal data is collected and used on the web, and they will work

with bare circuit boards to see how computers collect input and return

output in a variety of ways. Through the entirety of this Cluster

student groups will continue to iterate on and refine a mobile app that

integrates everything they’ve learned throughout the course into one

capstone project.

W4 - Problem Solving: The Design Process (15-2-15)

By following the design process and working with structured group

roles, student groups will identify an audience, investigate their needs,

and develop a concept and paper wireframe for an app to serve that

audience. With concept and wireframe in hand, students will then

develop and interactive prototype of their apps that they can use to

test with actual users, taking feedback to drive further development.

W5 - The Internet: Data and Society (15-2-15)

Students will learn what information they leave behind online, and

ways to control who has access to their information. In addition,

students will learn simple ways to collect data and use it to create

apps the display the data to the user in visual ways so that they can

gain insight into how data that is uninteresting at the individual level

can reveal useful information when compiled. Finally, students will

return to the app they began in Workshop 4 to integrate simple data

collection.



Page | 40

W6 - Programming: The Internet of Things (15-2-15)

By exploring innovative computing devices from a variety of fields,

students will explore the essential elements of computer hardware.

Using a bare microcontroller board with several integrated sensors

and output devices students will learn how software interacts with

hardware and they will develop prototypes of physical computing

devices. In the final stage of the course student groups will once again

return to their capstone apps, this time connecting them with their

physical computing boards as a means of input, output, or both.

Professional development workshops near you

I&We Engagements is offering high-quality, zero-cost, 1-day

workshops to prepare educators and content-area teachers (librarians,

tech-ed specialists, etc.) to introduce computer science basics in a

format that's fun and accessible to the youngest learners (grades K-5).

The workshop will cover content for all three courses and teachers

will receive the supplies they need to teach the course- at no cost.

What teachers get from this workshop

In person instruction from an experienced computer science

facilitator, including an intro to computer science, pedagogy,

overview of the online curriculum, teacher dashboard, and strategies

for teaching “unplugged” classroom activities. Workshop attendees

will also receive a bag of I&We Engagements swag and printed

curriculum guide containing course lesson plans. You will also

receive a certificate of completion, as well as classroom supplies for

the unplugged activities.



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Growth Plan 5:

“Socially Awakened” with an Understanding

to

WHAT, WHEN, WHY & HOW (SAWWWH)

Objectives:

To assimilate the “existence” chronology

Civically understand the rights, principles and fundamentality

Create appreciation of the Social multiplicity and plurality of

the Indian STATE

Geographical Tooling and Usage reasoning

Tracing history with an Intellect and Interactive Media

representation

Creating a holistic approach and treating society as the “new

age lab”

Ways We do It….and mind it…. its “WE”

Elementary:

Me and My World:

In a series of Writing for Understanding activities, students explore what they look like, what they care about, how they feel, and things they can do. They then create "What Am I?" books and have classmates guess who is being described.

What is a Family? In a series of Writing for Understanding activities, students identify and picture the members of their families, the things



Page | 42

they do together, and the special "gifts" their family members offer one another.

How do I get along with others?

In an Experiential Exercise, students learn first-hand why taking turns is important for getting along.

How do I Make Friends?

In a series of Social Studies Skill Builders, students learn four skills for making new friends.

How Do I Solve Problems with Others?

In a series of Social Studies Skill Builders, students learn and practice four problem solving steps: stop and calm down, talk and listen, think of solutions, and agree on a plan to try-Group activities

What Is in My Neighbourhood?

Students should generate the observational capability through this task

Where Am I in the World?

How Do People Live Around the World?

How Can I Help Take Care of the World?

Middle School:

The Ancient World:



Page | 43

History Alive! The Ancient World introduces students to the

beginnings of the human story. As they explore the great

early civilizations of Egypt and the Near East, India, China,

Greece, and Rome, students discover the secrets of these

ancient cultures that continue to influence the modern world

(inclusion of videos).

Investigating the past:

In a Social Studies Skill Builder, students learn how social scientists reconstruct the lives of prehistoric humans by examining images of cave paintings and other artefacts—attach videos

From hunter Gatherers to Farmers ……

The ancient Egyptian Pharaohs

Geography and the early settlement of India

Unlocking the secrets of Mohenjo-Daro

High School:

The Geographer’s World

The Tools of Geography

Why do geographers use variety of maps to represent the world?

Maps & Directions Continents & Countries around the world, and much more….



Page | 44

Plans to Implement Communication Workshop in Institutes

(Teacher & Student Plans)

With regards to the PROGRAM we have designed a Schedule

structure for facilitating the student Interface workshops on "English

Speaking and Personality Development", which we call as " Smart

English".

We as a Government Authorized training body for students and their

interests believe that You as teachers play the most important role in

taking this journey forward and make the overall learning both useful

and organic. You are our conduits to successfully training each

student in your school and making them confident enough to face "

The world of Today", with the language that "The World Speaks".

For Teachers:

As our first step to this program we intend to train you people on the

role you need to play in making this process possible for the students.

We intend to equip you with the wherewithal of all that’s needed to

observe, review and strengthen the understanding of the normal

student (with no preparedness expected). We will conduct a full

structure of training for you to make you aware of our module, the

expected outcomes from the student program, your contribution at

each level, and the very reason for this program.

The schedule is as follows:

1. The whole program for the teachers is for 8 days

2. 1st Day: - two representatives from our Team (Smart

English Team) visit your school and address all the teachers for a

general introduction to the plan and its flow description. - 2

Hours



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3.2nd, 3rd, 4th Day: - Study Material, Inclusive Learning

programs, templates and student program design are shared with

you (on the 1st Day of Visit), and you are expected to go through

them for an understanding of the same. - 40 minutes/Day

4. 5th Day: - Two representatives train you for a day long

(by visiting your school) interaction and understanding of the

overall program, comprehensive structuring of the content to be

offered to students, your expected interaction patterns, reviewing

mechanisms, segregating students with regards to their

performance in each cluster (5-day Period), and reporting the

same, for our readiness.

5. 6th, 7th, 8th Day: - Checking for readiness of your

abilities and allotment of program coordination with the students

via assessments. (Details to be Shared on the first day of our visit).

Among these 8 days, 2 days have our physical interaction with You,

and the others would have to be reported to us via an online medium

or through call support. Various Computer Faculties have a very

important role to play with us along with the various English

Faculties.

For Students:

As our second step to this program we intend to train the student on the specifics. We intend to equip them with the wherewithal of all that’s needed to observe, review and strengthen the understanding of their normal self (with no preparedness expected). We will conduct a full structure of training for the students to make them aware of their module, their contributory participation at each level, and the very reason for this program. The schedule is as follows: 1. The whole program for the students is for 32 days 2. The whole experience is divided into three sections:



Page | 46

First Set of 15 Days: During the course of these 15 days we divide the period into three clusters. Each Cluster is supposed to be of 5 days, In each of these 5 days we will have the following set of exercises for the students: 1st Cluster (Duration 5 days) : Teachers coordinate with the students daily for a period of 4 days to develop four important aspects of English Learning: Reading, Visual Comprehension, Sound Reproduction and analysis, Dialogue & Interactions( through bound scripts). On the fifth day there would be a review of which we'll be a part (virtually) and according to the responses received we would send in material for the next cluster. - 2 Hours each day... 2nd Cluster (Duration 5 days): With a model similar to that mentioned above we'll start segregating students on the basis of comprehension ability, grade mapping and reviews achieved. While in the process we intend to maintain, or scale up the preparation sequence via an advancement in the level of content and its complexity. On the 5th Day (effectively the 10th Day of the preparatory period), we have another round of review with the students through the teachers communicating us the observed results. - 2 Hours each day...

3rd Cluster (Duration 5 Days): Finally, we have the advanced understanding and feedback sharing set wherein each day, (in accordance with the model mentioned in the first cluster) the students are gradually cramped up the radar of understanding and preparedness. The final set of reviews (for each student, each grade) is shared with us for our readiness to bring them the TWO days of implementation study analogy, on whatever they have learnt and assimilated.

Six days of Interaction, Fun and Learning: On the curated reviews that we receive for each student, each grade across the set of 3 clusters we design (for



Page | 47

the students) an experience of fun learning and interaction in groups, in isolation, in representation, in competition and in total pursuit of the motif we have set out to achieve. The details of the same depend upon the exact reviews of the teachers (This experience is spread across two weeks, with 3 days in each week interspersed with the LAST set activity)

Last Set of 11 Days: Another combination of two clusters (4 & 7 Days respectively) with increasing levels of interactions, assignments, tests, assessments and recognition. Details would be ensued as per se the student performances in the 6-day interaction module that we would have conducted by then.

Among these 32 days, 6 days have our physical interaction with You, and the others would have to be reported to us via an online medium or through call support. Various Computer Faculties have a very important role to play with us along with the various English Faculties. We would be issuing certificates at the end of the workshop for Students which would certify them and more importantly provide them the Launchpad to exercise their skills in a market which values effective communication.



Page | 48

Issued Certificates and Its Accreditations

The certificates would be undersigned by the company's authority under accreditation from Govt of India (NCQF & NASSCOM 10k)).

RECOGNITIONS/AWARDS We will also try to bring out the best talents from the schools and get their articles/recordings/audio clippings/visual design published in leading dailies of the state in a section dedicated to them versed by the name " Voice of 'Rural' Bengal" as a token of motivation.



Page | 49

Financial Breakups:

Teacher Training Breakup:

Science Domain: 800/-

Mathematics Domain: 700/-

Interactive English and Communication: 600/-

IT & Computer Programs: 800/-

Social Science Interactives: 500/-

Note: All charges levied above are on a per teacher (pro rata

basis), the payment of which is done on the first day of

interaction programme and is charged against the logistics as

well as content bracket charges of the company.

Student Workshop Breakup:

Science Domain: 600/-

Mathematics Domain: 600/-

Interactive English and Communication: 300/-

IT & Computer Programs: 700/-

Social Science Interactives: 500/-

Note: All charges levied above are on a per student (pro rata basis),

the payment of which is done on the first day of interaction

programme and is charged against the logistics as well as content

bracket charges of the company.



Page | 50

TERMS & Conditions

i&We Engagements Reserves the right to revise any of the

stipulated charges as per discretion (but with proper notice to

all stake holders).

All monetary transactions are to be handled via stipulated

norms which include payment modules (via Check/Draft) drawn

in favour of Seekhlo Education Pvt. Ltd. (i&We Engagements),

payments processed via prior understanding of

representatives, a M.O.U to support the overall program

design, etc.

The issued certificates are verifiable for online support with

minimum stipulation period of 37 days.

Each trainer who caters to the meets, trainings, workshops,

events representing Seekhlo Education Pvt. Ltd. Needs to be

ratified by the organizing premise campus.

No individual transactions or striking of continual deals are

permissible.

Each of the Hardware, Machinery support, appliance

provisioning that is provided by the company for the sake of

better facilitation of the workshops have to be returned non

mutilated and in full working condition

Any reproduction of any Course material or content flow,

without prior permission is deemed illegal.

Addition to this list with possible amendments at regular

intervals is an imminent possibility.

For any Queries Please Contact:

Aaquib Hussain - (+91) 9916638787 ([email protected])

Kazi Tanyeemul Haque - (+91) 9681213259 ([email protected])