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A |     New Delhi, Oct 13 (UNI) One of the judges in the Supreme Court bench, Justice Sudhanshu Dhulia, differed with the view of his colleague, Justice Hemant Gupta on many issues.

Justice Dhulia said that asking a pre university schoolgirl to take off her hijab at her school gate, is an invasion on her privacy and dignity.

"Asking a pre university schoolgirl to take off her hijab at her school gate, is an invasion on her privacy and dignity. It is an attack on their dignity, and then ultimately it is a denial to them of secular education. These are clearly violative of Article 19(1)(a), Article 21, and Article 25(1) of the Constitution of India," Justice Dhulia said, in his verdict.

"Under our Constitutional scheme, wearing a hijab should be simply a matter of Choice. It may or may not be a matter of essential religious practice, but it still is, a matter of conscience, belief, and expression. If she wants to wear hijab, even inside her class room, she cannot be stopped, if it is worn as a matter of her choice, as it may be the only way her conservative family will permit her to go to school, and in those cases, her hijab is her ticket to education," Justice Dhulia said, in his verdict.

Justice Dhulia even went onto say that the unfortunate fallout of the hijab restriction would be that we would have denied education to a girl child. A girl child for whom it is still not easy to reach her school gate.This case here, therefore, has also to be seen in the perspective of the challenges already faced by a girl child in reaching her school.

"The question this Court would put before itself is also whether we are making the life of a girl child any better by denying her education merely because she wears a hijab!," Justice Dhulia questioned?

Our Constitution has visualised a just society and it is for this reason that the first virtue that is secures for the citizens is ‘Justice’ which is the first of our Preambular promises, he said.

On the other hand, the judge heading the bench of the Supreme Court, Justice Hemant Gupta, differed with the view of Justice Sudhanshu Dhulia and said that the Government (Karnataka) Order cannot be said to be contrary to the State goal of promoting literacy and education as mandated under the Constitution.

"Article 21A is not applicable as all the students are over 14 years of age. The students have a right to education under Article 21, but not of insisting on wearing something additional to the uniform, in a secular school, as a part of their religion," Justice Gupta, heading the bench of the Top Court said.

"Secularism applicable to all citizens. Permitting one religious community to wear religious symbols would be antithesis of secularism. Govt Order can't be said to be against secularism or objective of Karnataka Education Act," Justice Gupta in his 133-page, out of 209-page, verdict said.

"It can't be said that State is restricting the access to education to the girl students through such an Order. The Government Order only ensures that the uniform prescribed is adhered to by the students and it cannot be said that State is restricting the access to education to the girl students through such an Order, Justice Gupta said.

He went on to say that the Act itself contemplates providing of opportunities and facilities in a healthy manner and maintaining the dignity of childhood and youth so that there is no moral or material abandonment. "The uniform for the students has been prescribed so that there is no distinction between the students coming from diverse background and that each student grows in an environment of equality, fairness and equal opportunities," Justice Gupta said.

The uniform is an equalizer of inequalities. Therefore, prescribing uniform for children at an impressionable age is not only important but has a salutary effect on the mental development of the child to grow in the environment of oneness, he said.

Justice Gupta, find that the following 11 questions arise for consideration in the present appeals:

Whether the appeals should be heard along with Kantaru Rajeevaru (Right to Religion) and/or should the present appeals be referred to the Constitution Bench.?

Whether the State Government could delegate its decision to implement the wearing of uniform by the College Development Committee or the Board of Management or otherwise on headscarves is ex facie violative of Section 143 of the Act?

What is ambit and scope of the right to freedom of ‘conscience’ and ‘religion’ under Article 25? What is the ambit and scope of essential religious practices under Article 25 of the Constitution?

UNI SM BAV GNK。    深耕赋能再出发          善思笃行方成长          期末考试质量分析会                    教学质量是学校的生命线，善于教学反思方能厚积薄发，才能不断成长和进步。

B | 为进一步准确把握学情，把控教学方向，有效提高阶段教学实效性，让老师们以此为据调整下一阶段的教学策略。本学期末，语、数、英教研组分别召开了期末考试质量分析会，对期末考试进行了全面总结分析。                                       语文学科          三至六年级备课组以板块的形式从卷面整体分析、评分标准、学生答题情况、改进措施四个方面分别对语文学科进行了讨论式分析。全面、客观地评估了本学期的教学质量，找出了存在的问题和不足，并提出了改进措施和建议。         三年级组李瑞聪老师提出，基础知识方面可采用多样化的方式帮助学生巩固，提高学习积极性。

C | 另外，要加强学生语文实际运用的能力，注重知识能力的迁移与生活中的运用。         四年级组涂静文老师针对学生逻辑思维和辦证思维的不足问题，提出加强对课文主要内容的概括训练，鼓励学生综合运用多种方法解释难懂词句。在具体分析问题时，启发学生有意识地按照一定的逻辑顺序进行思考。         五年级组王晴老师结合具体题型，充分分析了各个题型所对应的学生能力的考查。

D | 对今后教学强调继续夯实基础，严抓学生的学习习惯。注重对学生逻辑思维能力、创造思维能力、辦证思维能力的培养。

E |          六年级组杜老师强调要继续深挖课本内容，整合学习内容，研究大单元教学，注重情境之间能力方法的迁移。

F | 另外，对后进生常抓不懈，争取学生家长的配合，双管齐下，让后进生变成奋进生。         徐子志老师针对各年级组老师的发言，强调在今后的教学中，我们语文组全体教师将以问题为导向，积极调整教学策略，落实各项改进措施，不断提升语文教学质量，为学生的语文素养提升和全面发展奠定坚实的基础。         最后宋春艳副校长肯定了各位老师这学期的工作，并提出几点期望。

G | 一是希望老师们能始终保持对教育事业的热情和初心。二是要不断提升自己的专业素养，紧跟时代步伐，学习新的教育理念、教学方法，提高课堂教学的吸引力和实效性。三是要强化团队意识，共同探讨教学难题，形成强大的教育合力，为学生营造良好的语文学习环境。                   数学学科          在“双减”政策的大背景下，一年级精心策划了数学大闯关活动。

H | 这一创意闯关游戏极大激发了学生参与热情，孩子们在活动的乐趣中掌握所学知识，勇于挑战自我，展现出了非凡的思考和探索精神。         二年级学生融合了跨学科学习的理念，开展了一场别开生面的“欢乐购物街”数学主题实践活动。孩子们化身小小理货员、小小收银员、小小售货员，在实践中深切体会到数学在日常生活中的广泛应用，深刻感受到数学的独特价值与无穷魅力。         三年级组紧密围绕整张试卷所体现的核心素养要求，对试卷进行了全面细致的知识点分布解析。

I | 深入剖析每道题目所考察的具体知识点不仅加深了教师对试卷内容的理解，也引发了教师对平日教学方法和策略的更多思考与探索。         四年级组教师从实际题目着手，仔细剖析学生答题过程中的易错点和难点，通过深入分析这些错误背后的原因，有针对性地探索并提出教学措施的改进方向，力求在后续教学中有效避免类似错误，提升学生的学习效果。         五年级组从题目考查内容的各维度比例切入，对各考察点进行了深入而全面的细致研究。

J | 教师提炼出了一系列培养学生创新能力的有效策略，并对下学期的主题学习研究任务及跨学科活动进行了全方位的优化与升级，力求为学生的全面发展提供更有力的支撑。         六年级组从整张试卷的考察方向出发，紧扣核心素养要求，深入分析了试题的出题方向及考察目标。

K | 在此基础上，明确了新学期的提升计划，并针对不同层次学生的实际需求，精心设计了不同思维水平的学习活动及提升策略，旨在全面提升学生的综合素养。         随后，各年级负责人对本学期教科研活动、“数学+”课程、跨学科实践活动以及表现性评价研究等内容进行了深入反思与复盘，并基于这些反思，精心规划了下学期的工作，旨在全面促进学生的综合能力与素养的全方位提升。

L |          最后，梁颖主任对本次活动进行总结。梁颖主任既肯定了本次活动的成果，又对未来的教学工作提出了明确要求。希望老师们通过试卷分析，找准问题，思考如何行动起来，提出行之有效的改进策略，抓好日常落实，在保持优势的基础上，改进不足，促进学生学习效果的提升，真正落实数学核心素养。                   英语学科          为了更好地发挥期末测评的诊断功能，精准查找教学中的不足，进一步调整优化教学策略，英语组召开了英语学科期末质量分析会，由教研组长李冰老师主持。                   黄琳、谢晓娟、王丽丹、朱丹芬四位老师分别对三-六年级期末测评数据中呈现的优势和不足进行了诊断，本次期末练习对学生的语言能力、文化意识、思维品质和学习能力进行全面检测，尤其考察在生活情境中的语言运用。         赵芳、牛春艳两位老师还分别对一、二年级期末英语乐考情况做了详细的总结。         李冰老师对英语老师提出寒假工作要求。她提到，假期要关注和跟踪学困生情况，敦促老师们提前思考并量身定制下学期的辅导计划。她还在总结中明确英语组今后教育教学努力的方向，大家拧成一股绳，力争更好地发展学生学科素养。         最后，刘静主任进行总结，为英语老师们指明了教学方向，强调在日常教学中引导学生发现总结语言规律，关注学生能力和学习方法，授之以鱼，不如授之以渔。同时，帮助英语教师们进一步理顺了工作思路，明确了今后教学工作的重点。

M |          这次期末分析会不仅是对过去一学期教学质量的复盘反思，更是为新学期再出发搭建思维路径碰撞的平台。

N | 老师们持续关注学生的学习需求和个体差异，为他们的未来发展奠定坚实的语言基础。

o | 全体英语教师也以此为契机，为全面提高学校英语学科的教学质量继续携手并进、砥砺前行。

p |                              撰稿|毛月琴 魏晨 谢晓娟          图片|信息组 语、数、英教研组          编辑|卢晓晓          审核|梁 颖。

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