Waves at my ankles, stars in my eyes: my Velas story

Waves at my ankles, stars in my eyes: my Velas story

By Kapish Sharma, The Universal School Ghatkopar

Waves at my ankles, stars in my eyes: my Velas story

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My first trip without my parents

Friday night, under the dark city sky, I boarded the bus that would take us to Velas. The city still buzzed behind us — honks, blinking advertisements, conversations spilling onto the street — but inside the bus, it was a different world. Teachers called out names, friends shuffled into seats, and bags thudded softly against the floor.
It was my first trip without my parents. Excitement fluttered inside me — a strange freedom wrapped in a layer of nervousness.

As the bus pulled away, the city lights smeared into streaks against the windows. My friends broke into songs, dancing and laughing down the narrow aisle, their voices rising and falling with the rhythm of the road.
But I found myself sliding into a seat near my teacher, plugging in my earphones, retreating into my music.
Outside, the dark trees flashed past, and the roads stretched endlessly into the night.
Inside, I was half-asleep, the hum of the bus merging with my songs — floating somewhere between dreams and anticipation.

Velas team

velas team

Velas

The journey lasted about six hours — a blur of half-conscious moments — until the first soft grey light of dawn crept into the sky.

When we reached Velas, the air hit me first: salty, earthy, thick with the breath of the sea and the land.
The village was small — narrow streets, simple houses, old trees standing still like ancient watchers. There was a patience in the way Velas existed, a kind of quiet pride.

Our homestay was humble — wooden shutters, cool floors, open spaces.
The hosts welcomed us with warm smiles and tiny mangoes, gifted to us since it was our first time there.
It was not luxury, but something deeper: belonging.

Breakfast was simple ghavan with coconut chutney — soft, light, and comforting.
The sounds around me were strange but soothing: birds singing boldly, waves whispering beyond the trees, and leaves gossiping with the breeze.

I was just there

Later that morning, we walked to the beach.
The sand was soft and cool under my feet. The sea stretched out endlessly, and the sun spilled through the clouds in golden, broken beams.
There was no wind — the whole beach felt like it was holding its breath.

I stepped into the water, letting the waves touch my ankles, and just stood there.
Wave after wave came and went — tugging gently at my skin, like the sea was trying to remind me of something ancient and kind.
I closed my eyes and breathed.
In that moment, I wasn’t anyone or anywhere in particular.
I was just there, calm and free, stitched into the world by the rhythm of the sea.

Then came one of the most magical moments: the turtle hatchlings.
Tiny, determined, newly born — already struggling their way toward the massive, indifferent ocean.
It struck me then, quietly and powerfully — life begins with struggle, even for the smallest among us.

The miracle of space above us

Lunch that day was warm and hearty: soft chapatis with methi subzi, chana matar, tangy pickles, and cool solkadhi to beat the heat.
The food here didn’t just fill you; it wrapped around you like an old story you hadn’t heard in years.

The fort hike in the evening was no less magical.
The stones were rough and warm, and the grass brushed against my legs as we climbed.
From the top, Velas unfolded below us — green, golden, and infinite.
I wanted to freeze it — the slow breathing of the land, the way the sky brushed the hills, the smell of the salt air.

Night fell like a soft blanket.
The stars exploded across the sky, brighter and closer than I had ever seen them.
We walked under them, laughing sometimes, silent sometimes, but mostly just breathing in the cool air and the miracle of space above us.

Dinner was handi subzi, dal-chawal, salad, and the perfect sweet ending: warm ukadiche modak.
Sleep came easily — the kind of sleep only peace can give.

The night walk in Velas was an unforgettable experience, especially as we gazed up at the vast, clear sky. With no city lights to interfere, the stars seemed closer, more alive. We could see Mars shining brightly, its reddish hue standing out against the deep blackness of the night. The constellations Cancer, Leo, Gemini, and others were clearly visible, their patterns telling stories that have been passed down through the ages. As we stood there, with the cool evening air around us, it felt like time slowed down. The stars above, so steady and constant, were a beautiful reminder of the larger universe we’re all a part of. It was a humbling experience that left me in awe, feeling connected to something far beyond myself.

It was a reminder

The next morning started with fluffy poha, and our final lunch was pithla bhakri — smoky, rustic, full of the flavors of old kitchens and slower times.

When it was time to leave, the village seemed to sigh around us, heavy with things left unsaid.

The return bus journey was quieter.
This time, I didn’t put my earphones in.
Instead, I sat beside my teacher, and we talked — about the trip, about life, about how the world moves so fast we forget how to simply be.
At one point, she looked out the window at the trees blurring past and said, almost to herself:

« It’s sad that we pay to feel grounded for a day. »

Her words stayed with me.
Sad that stillness — belonging, rootedness — had become something rare, a luxury instead of a birthright.

Outside the bus window, mango trees and coconut palms waved quietly, like old friends saying goodbye.
Inside, I wasn’t sad exactly — just thoughtful.
It was a feeling too big for sadness, too gentle for happiness — something deeper, something that wrapped itself around the edges of my heart.

I kept thinking about the mango tree and the coconut tree.
About the hatchlings, the fort, the stars, the mini mangoes, the songs I didn’t sing, and the moments I tried to memorise before they dissolved into memory.

Velas wasn’t just a trip.
It was a reminder — that in a world that rushes past us, there are still corners where the earth hums, where the sea breathes, and where you can find yourself standing still, quietly listening to your own heart.

tortues
sunset
sunset
Equality is learned at school

Equality is learned at school

By Maria Marrachinho, Agrupamento de Escolas de Albufeira

Gender equality as a pillar of sustainable sevelopment

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Achieve gender equality and empower all women and girls.

The students of 9th grade classes A, C, D, and F from Albufeira Secondary School, in collaboration with the 12th grade L class, organized an inspiring exhibition on the importance of gender equality, taking advantage of the occasion of International Women’s Day, celebrated on March 8. This initiative was based on the United Nations’ Sustainable Development Goal 5 (SDG 5), which aims to achieve gender equality and empower all women and girls.

Optimize city services

The exhibition showcased artistic works, documentary research, graphics, and musical projects to raise awareness within the school community about the need to promote equal rights for all people, regardless of gender. It was accompanied by a photo session open to all girls and women who wished to participate, and the portraits will soon be displayed as a tribute to the female population of the educational community.

Before the exhibition, the students conducted detailed research using official sources, gathering updated statistical data at local, national, European, and global levels. The figures presented helped illustrate the disparities that still exist in different areas, and everyone was invited to suggest concrete individual and collective actions to contribute to eliminating inequalities.

Events like this clearly demonstrate that education plays a fundamental role in building a more equal and sustainable society.

gender equality
exhibition on gender equality
A trip from Vantaa to Ivalo to explore creativity

A trip from Vantaa to Ivalo to explore creativity

By Dr Beena Nayaken, The Universal School Ghatkopar

A trip from Vantaa to Ivalo to explore creativity

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Emphasis on sustainable education

In the heart of Vantaa, at the Vaskivuori school, educators took a step towards a more sustainable future by participating in the eLab Prototyping Program for Teachers.

This program focused on innovative teaching methodologies with an emphasis on sustainable education, greenhouses, and urban gardens. 

The teachers also engaged in job shadowing and an immersive art class, gaining valuable insights into creative teaching approaches. 

At the Vaskivuori school

school session

A vibrant exchange of knowledge and culture

Students had a remarkable opportunity to collaborate with peers from India, France, Finland, and Portugal, presenting materials from their respective countries.

They actively participated in Art, Dance, Music and hands-on learning sessions, fostering a vibrant exchange of knowledge and culture. To complement their learning experience, an outdoor hiking trip by Kuusijärvi Lake provided a refreshing connection with nature. 

Intersection of arts and community engagement

In Ivalo, Lapland, participants embarked on a unique educational adventure.

The CampFire Social Arts Work initiative provided deep insights into the intersection of arts and community engagement. A visit to a wildlife rescue centre allowed participants to understand conservation efforts up close.

A highlight of the trip was a mesmerizing performance by an indigenous Saami artist and songwriter, Ms. Heli Aikio, composer of Livde, celebrating the rich cultural heritage of the region.

The journey continued with an exhilarating crossing of a frozen river to visit a school that champions sustainable ergonomics—a testament to innovative educational design.

The adventure concluded with a visit to the prestigious Sami Siida Museum, which was recently honored as the European Museum of the Year 2024.  This museum serves as a vital hub for preserving and sharing Saami culture and history.

This extraordinary experience was facilitated by Ms. Andreea Gatman from ActonLearning, providing educators and students with an incredible opportunity for learning, cultural sharing, and exploration of new teaching methodologies.

Such initiatives not only enhance educational practices but also foster global collaboration, sustainability awareness, and intercultural understanding, paving the way for a more informed and connected world.

millet festival 1
millet festival 2
millet festival 3
Mobility of teachers and students from EBS Albufeira in Finland

Mobility of teachers and students from EBS Albufeira in Finland

By Maria Marrachinho, Agrupamento de Escolas de Albufeira

Teachers and Students from EBS Albufeira Participate in Erasmus+ Oddience 2030 Mobility in Finland

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From March 19 to 27, 2025, four teachers and four students from Escola Básica e Secundária de Albufeira in Portugal took part in a mobility program in Finland under the Erasmus+ Oddience 2030 project. During this enriching experience, the group visited Helsinki, Vantaa, and Ivalo, in Lapland, exploring innovative teaching practices and sustainability initiatives.

Teacher and student programme at Vaskivuori School in Vantaa

At Vaskivuori School in Vantaa, the teachers participated in the eLab Prototyping Program for Teachers, organized by ActonLearning, which focused on education for sustainability, with a special emphasis on urban gardens. Additionally, they engaged in job shadowing, observing Finnish teachers in their classrooms, and attended Arts lessons, gaining insights into creative teaching methodologies.

The students, alongside peers from France, Finland, and India, presented materials brought from their home countries, promoting cultural exchange. They also participated in various classes, including Arts, Dance, Music, English, and Mathematics. The program included outdoor activities, such as a walk by Lake Kuusijärvi, offering direct contact with nature.

aea in finland
aea in finland

Trip to Lapland

The journey continued to Ivalo, in Lapland, where the group took part in the CampFire Social Arts Work, a project combining art and socialization in natural environments. The visit included a trip to a wild animal rescue center and a presentation by a Saami indigenous artist and composer, providing an authentic perspective on the local culture.

A particularly memorable moment was crossing a frozen river to visit a sustainable ergonomics school, highlighting the importance of environmental adaptation in education and watch an fantastic aurora borealis at night.

The trip culminated with a visit to the Sámi Museum Siida, recognized as European Museum of the Year 2024, where participants deepened their knowledge of Sámi history and culture.

 

This mobility program provided a unique learning and cultural exchange experience, promoting values of sustainability, creativity, and international cooperation.

aea in finland
aea in finland
aea in finland

Construction de grilles d’évaluation

Construction de grilles d’évaluation

Par Lucile Boncompain, Les Couleurs de l’Education, conseil et formation

Améliorer l’esprit critique des élèves et les rendre plus créatifs

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L’esprit critique et la créativité ont longtemps tenu une place implicite dans l’éducation, comme un effet collatéral indirectement diffusé

Sujettes aux erreurs de jugement plus que les compétences disciplinaires ou techniques, l’esprit critique et la créativité, comme les autres « soft skills », posent la question d’en écrire une progression d’enseignement et d’en évaluer chaque stade.

C’est sans doute l’une des raisons pour lesquelles l’esprit critique et la créativité ont longtemps tenu une place implicite dans l’éducation, comme un effet collatéral indirectement diffusé.

Construire une évaluation progressive de l’esprit critique et de la créativité, c’est d’abord considérer que l’enseignant a activement de l’influence dessus, que ce sont des objets pédagogiques en soi, qui s’élaborent de façon réfléchie et anticipée. Cela est l’inverse de penser que ces compétences seraient la conséquence « espérée », le bonus, qui proviendraient d’une série d’activités et de projets pédagogiques donnés à vivre aux élèves.

Autrement dit, il ne s’agit pas d’élaborer des activités qui, si la chance est là, produira de l’esprit critique ou de la créativité. Il s’agit de préparer des activités dans un contexte propice. Il s’agira de cibler une certaine façon de s’adresser aux élèves, une maïeutique, une posture, des supports, des mises en interactions, des demandes et des modes d’évaluation dont on connaît l’efficacité dans le développement de l’esprit critique et de la créativité : questions ouvertes, mise en confiance, non jugement, apports d’idées et d’exemples…

En construisant les grilles, les partenaires d’Oddience n’ont cessés d’être confrontés à ce changement de paradigme dans la conception de l’enseignement : « Que dire aux élèves pour les faire progresser en matière de créativité ? » surtout pas « soyez créatifs »… Par conséquent, nous avons choisi d’assortir aux grilles d’évaluation une fiche outil de conseils pour la mise en œuvre de chaque situation.

Méthodologie

En s’appuyant sur les travaux de Daniel Kahneman et d’Olivier Sibony sur les biais et erreurs de jugement, nous avons bâti des échelles d’intensité qui décrivent la personne aux différents stades de développement d’un esprit critique et de la créativité. Cette élaboration s’est faite de façon collaborative, avec les partenaires du projet Oddience.

Une première version de grilles a été soumise aux partenaires. Puis, une série de va-et-vient entre le terrain des enseignants et le pilotage du projet a permis leur amélioration par tests successifs.

Le travail d’élaboration continue. D’ores et déjà, les grands axes de conception des grilles ont été adoptées et peuvent être présentées.

Élaboration des grilles

Les grilles s’organisent selon deux axes de progression :

  1. De la connaissance au leadership (Compétence Esprit Critique) Des idées à l’innovation (Compétence Créativité.
  2. De l’individuel, du disciplinaire, de la classe au collectif, transversal, social (Deux compétences)

Chaque grille distingue 3 contextes de développement et d’évaluation de l’esprit critique et de la créativité :

    • La classe
    • L’École
    • A l’extérieur de l’École

    Enfin, chaque grille prévoit 4 intensités de développement et d’évaluation de la compétence.

    Esprit critique

    Niveau 1. Identifier

    Niveau 2. Appliquer

    Niveau 3. Agir

    Niveau 4. Apprendre aux autres

    Créativité

    Niveau 1. Proposer

    Niveau 2. Générer

    Niveau 3. Améliorer

    Niveau 4. Innover

    Noise, 2021, D. Kahneman et O. Sibony, Ed. O. Jacob