ང་ཅབས་ཆོས་དབྱངས་སྡེ་ཚན་གྱི་ ཁ་ཐུག་ལས་ ད་ལྟོ་ཚུན་ཚད་ ག་ཅི་ར་ ཤེས་ཡོན་ལྷབ་སྦྱང་འབད་དེ་ཡོདཔ་ཨིན་ན་ གནད་དོན་འདི་གིས་ སྐོར་ལས་མདོན་བསྡུས་སྟེ་ཞུ་བ་ཅིན་ལགས། དང་པ་ར་ཨ་ལོ་ཚ་དང་གཅིག་ཁར་ ག་བདེ་དྲག་དྲག་ འགྲོས་སྟོན་གྱི་ཐོག་ལས་ ལོ་རྒྱུས་ཚུ་འགོ་བཙུགས་ཏེ་ཡོདཔ་ཨིན་ལགས། གཉིས་པ་ ལས་རིམ་འདི་ག་ཅི་དང་ག་ཅི་རང་ ལྷབ་སྦྱང་འབད་དེ་ཡོདཔ་སྨོ་ཟེར་ཞུ་བ་ཅིན་ དང་པ་ མར་ཆང་གི་ ཚིག་སེམས་ཁར་བཟུང་བཅུག་ཅིག། གཉིས་པ་ དྲོ་པའི་ཇ་མཚོད་ལུ་ སེམས་ཁར་བཟུང་ཚུགསཔ་ཅིག་ གསུམ་པ་ མཆོདཔ་སྒྲིག་ཐངས་དང་ དཀར་མེ་བཟོ་ཐངས་ཚུ་ ལེགས་ཤོམ་སྦེ་བཟོ་ཚུགསཔ་ཅིག་ཟེར་ཞུ་ནི་ཨིན་ལགས། བཅུད་བསྡུ་བ་ཅིན་ ང་བཅས་ཚུ་གི་ ལོ་གཅིག་གི་རིང་ལུ་ གོང་ལུ་བཀོད་དེ་ཡོད་པའི་ དོན་ཚན་ཚུ་ལེགས་ཤོམ་སྦེ་ འབད་ཚུགསཔ་ཡོད་པའི་སྙན་འབུལ།

ཆོས་དབྱངས་། འགོ་འདྲིན་པ་ བསོད་ནམས་རྡོེ།

During the Creative Arts skilling hour, students are tasked with drawing Garuda, a mythological bird from Hindu and Buddhist traditions, which provides them an opportunity to develop a variety of artistic and technical skills. This activity encourages the students to practice observation and visualisation techniques, allowing them to focus on proportion, symmetry, and perspective as they bring Garuda to life. They learn to break down the intricate details of the mythical creature—its wings, beak, and posture—into manageable parts, improving their drawing accuracy and fine motor control. By employing these foundational drawing skills, students refine their ability to translate complex imagery into simpler forms, enhancing their spatial awareness and depth perception.

In addition to technical drawing skills, the activity fosters creativity and cultural appreciation. Students engage with the symbolism and mythology behind Garuda, deepening their understanding of cultural narratives while exploring the artistic representation of these stories. The process also cultivates patience, attention to detail, and problem-solving abilities as students experiment with various drawing techniques, such as shading, texture, and line work. As they work, they develop greater confidence in their ability to convey complex concepts visually, reinforcing both their artistic expression and their understanding of the cultural significance of the creature they are drawing.

Coordinator

Mr. Leki Dorji

Lop. Cheten Wangchuk

Lop. Phub Tshering

Coordinator: Choki Gyeltshen

: Phub Zam

Coordinators

1. Mr. Pema Tashi

2. Mr. Tshewang Dorji

3. Mr. Bijay Rai

Kopila and Dechen

During the presentation, students demonstrated how simple, eco-friendly, and cost-effective methods could be adopted to make soap using ingredients such as herbs and natural fragrances. They emphasized that the locally produced soap could serve as an affordable alternative, ensuring that all students and staff have access to proper hand hygiene at all times.

The presentation highlighted the importance of hand washing in maintaining health and preventing communicable diseases. Students also underlined the value of self-reliance and sustainable practices, showing how schools can reduce dependency on external supplies by utilizing local resources creatively.

The program concluded with a discussion on the feasibility of implementing the project on a larger scale, with suggestions to pilot the soap-making process in small batches for school use.

Damber Tamang

Tashi Nima

REPORT ON TRADITIONAL MUSIC SKILLING SESSION
Academic Year 2025

The Traditional Music Skilling Session for the 2025 academic year was successfully conducted with active participation from the student body. A total of 32 students enrolled in the skilling group, and the overall attendance remained consistently high, with almost full participation throughout the year.

To enhance learning effectiveness, students were divided into groups based on the musical instruments they were most interested in. This approach allowed learners to engage more deeply with the instruments they loved and created a positive, self-motivated learning environment.

Within each group, students who already possessed basic knowledge and playing skills were encouraged to support peers who were completely new to the instruments. This peer-mentoring strategy not only strengthened teamwork and collaboration but also accelerated learning among beginners.

By the end of the second term, significant progress was observed. Many students became familiar with the basic playing techniques, and a number of them began to demonstrate qualities of independent learners, practicing and refining their skills with minimal assistance.

Although the school is equipped with a good number of basic musical instruments and the children have shown genuine enthusiasm toward learning music, the program continues to face a major challenge: the absence of an expert music instructor. The presence of a trained professional would greatly enhance the quality of instruction, ensure correct techniques are followed, and support the long-term development of the skilling program.

The 2025 traditional music skilling sessions were highly productive and encouraging. Student engagement, peer learning, and passion for music were key strengths of the program. To further elevate the quality of skill development, it is recommended that the school explore ways to recruit or collaborate with a qualified traditional music instructor in the coming academic years.

In addition to knitting and crocheting, learners were also introduced to basic embroidery skills. They practiced simple embroidery patterns, including basic wording and small floral designs on cloth pieces.

We are pleased to report that all learners demonstrated noticeable progress by the end of the program. They were able to create knitted and crocheted items such as flowers, hand gloves, and mufflers. Their ability to complete simple embroidery patterns further shows their improvement, patience, and growing confidence in these skills.

Coordinator:

Tashi Lhamo

Sonam Lhamo

As part of the learning process, students were taken to IT Lab 1 where they carried out research on different types of baking, including methods, procedures, and the ingredients required. They also explored the history of baking to gain a broader understanding of its origin and development over time. This research-based learning helped students build both theoretical knowledge and digital literacy skills.

In terms of practical exposure, students successfully baked cupcakes under guidance. This activity allowed them to apply their theoretical knowledge in a real-life setting, thereby strengthening their practical skills, teamwork, and confidence in baking.

However, despite the positive outcomes, one major drawback of the programme was the limited opportunity for frequent practice. Due to time constraints and involvement in other school engagements, regular baking sessions could not be conducted as planned.

Overall, the Baking Skilling Programme was a meaningful and enriching experience for the students, as it provided them with foundational baking skills, encouraged independent learning through research, and promoted practical application of knowledge. With better time management and dedicated practice sessions in the future, the programme has strong potential for even greater impact.

Coordinator

Sushma Dahal

Beneta Limbu

Mental Wellbeing Activities

To support mental wellness, we conducted various activities such as:

• Sharing personal feelings and daily experiences within the group

• Practicing mindfulness and building concentration

To take mindfulness a step further, we introduced mindful cooking and mindful eating—a fresh and engaging approach that students enjoyed and participated in enthusiastically.

Physical Fitness Activities

For physical strengthening and flexibility, members engaged in a range of activities including:

• Zumba

• Aerobic dance

• Learning basic Yoga poses and breathing techniques

These sessions helped students improve stamina, coordination and body awareness.

Goals Not Achieved

Despite our efforts, we could not fully implement the following planned activities:

• Mindful Walking

• Journal Writing and Reflections

The main reason was the loss of several skilling sessions in the middle and towards the end of the year, largely due to holidays and time constraints. We are hopeful and determined to incorporate these important components in the upcoming year.

Skilling Coordinators

Ms. Kopila Chettri
Ms. Dechen Choden

Despite its success, the skilling program also encountered several challenges. Some students found it difficult to memorize longer dance sequences, especially in Boedra, where traditional movements require grace, precision, and controlled rhythm. Maintaining uniformity in group coordination was another challenge, as variations in skill levels occasionally led to inconsistent timing. Limited practice time due to academic schedules and extracurricular demands also posed difficulties in ensuring equal mastery among all participants. A few students were initially shy or lacked confidence, which affected their expression and stage presence during early practice sessions. However, continuous encouragement and peer support gradually helped them overcome these barriers.

The significance of this Performing Arts Skilling program lies in its contribution not only to dance competence but also to students’ holistic development. It strengthened their understanding and appreciation of Bhutanese culture, particularly the essence and elegance of Boedra, while also allowing them to express creativity through Rigsar. The program fostered discipline, teamwork, responsibility, and confidence skills that extend beyond performing arts and into academic and social life. Students learned the value of commitment through repeated practice and experienced the joy of performing as a unified group. Ultimately, the program achieved notable success as all students were able to perform confidently, demonstrating improvement in coordination, expression, stage discipline, and cultural awareness. Their final performances reflected the hard work invested throughout the training and showcased the richness of Bhutanese performing arts. With strong participation, positive feedback, and visible student growth, the skilling program proved to be meaningful, impactful, and successful for the entire group.

Ms. Karma Deki

Introduction: Cham, the traditional Bhutanese mask dance, is an integral part of Bhutan's cultural heritage, often performed during religious festivals and important occasions. Among the most notable forms of Cham are the Dramitse Ngacham and Pacham. Dramitse Ngacham is renowned for its energetic movements and symbolic storytelling, which reflects both spiritual and historical themes. Pacham, on the other hand, is a vibrant dance associated with the protection of the community and the expulsion of evil forces. Both dances are performed by dancers wearing intricate masks and colorful costumes, with each movement and gesture carrying deep symbolic meaning.

The teaching of these traditional dances was implemented as per the plan submitted at the beginning of the year, with the primary goal of continuing the learning from the previous year. The students have primarily built upon the foundational mask dance steps they learned in the previous year, with an emphasis on enhancing their performance and understanding of Cham.

Achievements: Throughout the year, the students have made notable progress in learning the Dramitse Ngacham and Pacham dances. They have developed key skills such as teamwork, collaboration, and cooperation, which were essential for coordinating the complex movements and synchronized performances. Additionally, the physical nature of the dances has helped the students stay physically fit, while also improving their motor skills and body control.

The continued practice of mask dance has encouraged students to engage in rigorous physical activity, fostering discipline and perseverance. The collaborative environment has allowed students to communicate better, work together to solve problems, and support one another in achieving collective goals.

Challenges: Despite the progress made, several challenges have surfaced during the course of the year:

1. Lack of Expertise in Cham: One of the major challenges was the absence of experts in Cham within the teaching team. This limited our ability to introduce new steps or teach advanced techniques that could have enhanced the students' skills and understanding of the dances.

2. Complexity of Traditional Dance: Some students faced difficulties in mastering the intricate movements and rhythm of the dances, as the steps require precise coordination and timing, which can be challenging without sufficient practice and expert guidance.

3. Time Constraints: Due to the limited time available for rehearsal, especially given the students’ other academic and extracurricular commitments, it was challenging to allocate sufficient time for perfecting the dance steps and practicing regularly.

Way Forward: To overcome these challenges and continue the development of students' Cham skills, it is suggested to:

1. Engage External Experts: We could look into inviting Cham experts or experienced performers from outside the school to provide specialized training and guidance, ensuring that students are exposed to new steps and techniques.

2. Increase Practice Time: It would be beneficial to incorporate more regular practice sessions, allowing students to become more comfortable with the choreography and refine their performance.

In conclusion, while the implementation of the mask dance program has shown positive results in terms of student development, addressing the challenges related to expertise, resources, and practice time will be key to further improving the students' performance and deepening their understanding of this important cultural tradition.

By: Rinzin Dorji and Namgay Dorji

For the academic year 2025, the Business Department of Drukjegang Central School successfully implemented a comprehensive Business and Entrepreneurship Skilling Programme aimed at equipping students with practical, hands-on knowledge essential for real-world business operations. The skilling activities were conducted for a selected group of students from Classes XI and XII Commerce, with the objective of bridging theoretical learning with entrepreneurial practice. The programme focused on three major areas: fast food preparation, stationery sales operations, and bookkeeping of all transactions carried out by the students.

The first component of the skilling programme concentrated on fast food preparation, where students were trained in making simple and affordable fast food items such as momo, noodles, tea, fritters, and sandwiches. The training emphasized hygiene, cost-efficient production, customer handling, and teamwork. Students learned to calculate ingredient requirements, estimate production cost, fix appropriate selling prices, and maintain quality while meeting customer expectations. This activity not only enhanced their culinary skills but also nurtured their entrepreneurial mindset by exposing them to small-scale business operations within the school environment. The fast food stall became a practical learning platform for understanding demand, pricing strategies, and profit calculation.

The second major activity involved running a school-based stationery counter, where notebooks and other essential school supplies were sold to students at reasonable prices. Selected students managed procurement, display, sales handling, and customer service during break times. They were trained to maintain stock registers, prepare simple purchase orders, and understand the importance of inventory control. Through this initiative, students gained valuable experience in retail management, communication skills, handling cash, and ensuring smooth supply of stationery items to the school community.

The third and most crucial element of the programme was teaching students bookkeeping and financial record-keeping based on the transactions made in both the fast food stall and stationery counter. Students maintained daily sales records, expense sheets, profit summaries, and stock movement registers. They learned to prepare simple cashbooks, calculate gross and net profit, and reconcile cash at the end of each business day. This experience helped them understand the practical application of accounting concepts taught in class, such as trial balance, cost calculation, and revenue recognition. It also strengthened their analytical and numerical skills, ensuring they could interpret financial information accurately.

Overall, the Business and Entrepreneurship Skilling Programme for 2025 proved to be an enriching and impactful learning experience. It not only strengthened students’ vocational competencies but also instilled confidence, responsibility, teamwork, and leadership. By engaging in real business activities, students understood the challenges and opportunities of entrepreneurship and gained first-hand insights into managing small business operations. The programme has successfully aligned with the school’s vision of fostering future-ready learners equipped with essential life and business skills. The Commerce Department plans to further expand the initiative in the coming academic years to enhance entrepreneurial exposure and provide broader learning avenues for students.

By Kamal Sunar

B&E Focal.

 What Was Implemented

• Students were enabled to design and build their own blogs or personal websites (for example using an online tool such as Google Sites), as part of hands-on learning.

  
  

• They were taught how to structure web pages, choose themes, add content such as images, videos, external links, and documents giving them practical exposure to digital content creation.

  
  

• Students also learned basic digital design skills, document design (certificates, digital documents).

  
  

• The program emphasized creative thinking, problem-solving, initiative and self-direction: students learned to turn their own ideas into concrete digital outputs (blogs, designs, creative work), learning by doing rather than just by theory.

  
  

• Through these activities, the program intended to integrate technology use into the broader educational philosophy of holistic growth (combining cerebral, aesthetic, and practical dimensions) under the Bhutan Baccalaureate.

 Outcomes and Significance

• The implementation provided students a chance to explore digital and creative tools beyond standard curriculum helping them build skills that are useful in a digital, connected world.

  
  

• It encouraged self-directed learning, innovation, and ownership of creative projects in line with the Baccalaureate’s aim to develop adaptable, independent learners rather than rote-learners.

  
  

• By integrating technology and creativity within school learning, the Creator Skilling Program aligned with the broader vision of preparing young people to meet the needs of a rapidly changing world.

  
  

The skilling program followed the action plan that combined hands-on learning with holistic development principles. In doing so, it enriched the standard education framework by enabling students to become creators, innovators, and self-directed learners better preparing them for future challenges in a digital age.

For reference:

https://sites.google.com/education.gov.bt/drukdra1993/bhutan-baccalaureate-program/creator-skilling-program?authuser=0

Coordinators:

Drukda Dorji

Karma Lhamo