Features

Battaramulla of the 1940s – Paradise Lost

Published

6 years ago

2020/12/6

Sahan Weerasooriya

Excerpted from the memoirs of Edward Gunawardena, Retd. senior DIG Police

CHILDHOOD MEMORIES (1939)

In January 1939, a few months before my fifth birthday, I was admitted to the ‘baby class’ of St. Joseph’s College. My elder brothers, Owen and Irwin, were already in this school; and my younger brother Aelian was a toddler at home. It was during this year that my mother died. I remember being lifted high for me to view her corpse in the coffin. I came to know sometime later that she had died of complications expecting the fifth child. I remember the large numbers that thronged our house. She had been a much loved lady who had been kind and helpful particularly to the poor women of the village.

I remember the mild earth tremor and the beginning of the war too. It took sometime for my grandfather and father to realize that the rattling of bottles and glasses on racks and tables had been caused by an earthquake. I could not have understood anything about the war. But there certainly was unusual excitement on the streets and among the teachers in the kindergarten block.

I traveled to school with my brothers in a rickshaw. It was a leisurely ride through Etul Kotte, Borella and Kynsey Road to Darley Road. Cyclists dominated the roads and buses and cars were uncommon. The rickshaw-puller was Velu, a strong and amiable man. A part of his breakfast every morning was a large banana with a pinch of asafoetida (perunkayan). The Tamil I learnt conversing with Velu has been of immense value to me. We lived in our parental home in the suburban village of Battaramulla; and I have continued to live in Battaramulla ever since.

The Village

Nestled amidst lush paddy fields and marshland of mangroves and reeds was the small, quiet and homely village of Battaramulla. One square mile in extent it was bounded in the West by the Diyawanna, the South by the ancient Korambe Ela canal, the East by a stretch of paddy lands called The Deniya and the seventh mile post of the main road from Colombo; and on the North by the marshes bordering the village of Kalapaluwawa. The most pleasing natural features of the village were the clean and perennial waterways and the vast extents of marshland with an abundance of flora and fauna of different species.

Elevated flat lands rising above the marshes and the paddy fields particularly on the western fringe also featured the landscape. Kumbukgahaduwa abounded in bushes of dang (blackberry) whilst the Seeniduwa was a recreational ground particularly for the children. It was also the place for the traditional adult competitions between the Udupila and Yatapila of ang-adeema and pol-gaseema. These competitions which were organized to invoke the blessings of goddess Pattini were enthusiastically fought out by village folks. The spirit in which the people participated certainly promoted unity and harmony.

Other elevated areas above the marshlands and paddy fields were Polduwa and Kamathgoda. Today, on the former stands the Water’s Edge Hotel; and the Central Environmental Authority building complex has swallowed up the latter.

The Diyawanna Oya and the Korambe Ela were waterways with crystal clear water. The Diyawanna was broad and shallow but midstream was deep enough for padda boats (paru) to navigate. The bridge over the Diyawanna separating Etul Kotte and Battaramulla was a single lane contraption of wooden sleepers. Whenever a vehicle crossed this bridge, the rattle of the sleepers could be heard even from our home, particularly in the night. The level of sound pollution was so low that distant sounds such as the siren of the Wellawatte Spinning and Weaving Mills and the Colombo – Opanaike train passing the Cotta Road, Narahenpita, area could be heard. There were nights when one could hear the sound of the breaking of ocean waves. During the South West Monsoon the symphonic croaking of thousands of frogs disturbed the tranquility of the night.

The Korambe Ela which is only about 200 meters from where I live on Robert Gunawardena Mawatha that was earlier Korambe Road is of special significance to me. This was the clear stream in which we as children swam and frolicked in. The water was so clear that fish such as ralli and nala-handaya could be seen as in an aquarium. During the rain floods (pitara) of March – April and October there were many amateur fishermen who laid nets across this stream and had a fine catch of fish such as Loola, Kavaiya, Magura , Hunga, Angkutta and Theliya.

The wanton destruction of the wetlands in particular has led to the pollution of these waterways and immeasurable environmental damage in general. At the conclusion of the Waters Edge case in November 2008 1 wrote to the newspapers on the Wetlands of the Battaramulla — Kotte area. This letter was given prominence in several newspapers and I reproduce some excerpts.

The Wetlands Of Battaramulla — Kotte

“Apart from the damning exposure of the corrupt and illegal acts of President Chandrika Kumaratunga et al, the Water’s Edge Judgment has very forcefully brought into focus the importance of natural wetlands mainly from the point of view of flood protection and water retention. Indeed, as acclaimed by the entire nation, this is a landmark judgment that reminds every citizen of the importance of the preservation and nurturing of the environment. It is only second to the historic first sermon of Arahat Mahinda when he told king Devanampiyatissa that the latter was only a trustee of the land and the environment and had no right to destroy what rightfully belong to generations to come.

“This judgment should strengthen the hands of policy makers and enforcers of environmental laws. Writers of textbooks on environmental studies for school children could also draw inspiration from the observations made in the judgment.

“The sections of the judgment that dwell comprehensively on the environmental significance of wetlands with references to erudite judgments of Indian Courts were of particular interest to me; the simple reason being the fact that I have seen and enjoyed the wholesome beauty of the pristine wetlands of the Battaramulla — Kotte areas from my childhood in the late thirties of the last century…..Every macro or micro geographical region has distinctive morphological and features of vegetation. Even the Arctic regions, the Sahara desert, the Himalayan peaks or the Amazon forests are endowed with serene natural beauty. With the changing seasons, the sunsets or when moonlit they provide heart warming, enchanting sights. Streams, rivers beaches and coral reefs also enrich the environment. All these gifts of nature are beneficial to man.”

Sri Lanka is perhaps one of the few countries in the world with a variety of natural environmental facets concentrated within an area of 65,000 Sq. K.M. The hill country is characterized by its mountains, meandering rivers, waterfalls and wooded valleys. The endless forests of the dry zone rock outcrops such as Sigiriya, Gunners Point, Veddagala & Toppigala are truly fascinating. In the wetzone Sinharaja the virgin tropical forest is a world heritage reserve. Of the wetzone the Battaramulla — Kotte area was not long ago characterized by vast extents of wetlands. On the fringes of these wetlands extending for acres and acres were paddy lands that yielded profusely whilst helping water retention at times of excessive rain.

Traveling to St. Joseph’s College, Darley Road, from my parental residence in Battaramulla from 1939 to 1952, first by rickshaw, then by buggy cart and finally bicycle the road took me across the wetlands of the Diyawanna and the wetlands of Rajagiriya. The Battaramulla Etul Kotte — Welikada Road and Castle St. were across these wetlands. on the road to Etul Kotte over the Diyawanna Oya was a wooden bridge. The noise that it made when a vehicle crossed it occasionally could be heard in the nights several kilometers away. Buildings were rare and far apart. The Kotte U.C. building is perhaps one of the older buildings that remain. The Castle St. Hospital is one of the first buildings to come up on reclaimed land.

It is with the construction of the Parliamentary Complex and the shifting of the capital to Sri Jayawardenapura in the early eighties that the building boom began. The buildings alongside the Parliament Road from the Pelawatta end to Koswatta such as the Foreign Employment Bureau and the Central Environmental Authority came up on filled paddy lands. The entire ‘Waters Edge Golf Course’ was an area of lush marsh vegetation, the highest point being ‘Pol Duwa’ on the western end of the present Subhuthipura which was then a high land planted with rubber.

These wet lands that were highlighted in the Water’s Edge judgment, on the northern side of the Battaramulla, Kotte Road extended beyond the Welikada – Kalapaluwawa Road linking up with the wet-lands of Kolonnawa and the Orugodawatta – Modena wet lands of Colombo North.

The wet lands on the southern side of the road from Battaramulla via Kotte to Castle St. linked up with the marshlands of the Attidiya – Bellanvila area. Closer to the City centre these wetlands extended to Narahenpita and beyond.

I wonder howmany will remember that there was after world War II a regimented labour force called the Essential Services Labour Corps (ESLC). This labour force was mainly involved in Unemployment Relief Work (URW) such as the reclamation of low lying land for state purposes. The present RMV’s office and the Police Transport Div. are on the land reclaimed by the URW programme.

During my childhood numerous opportunities came the way of children to roam the fringes of these wetlands. During the War-Years I remember frolicking In the paddy fields and threshing floors that belonged to the family. ‘Welipatha’ in close proximity to the western end of Rajamalwatte, then known as Averlwatta was one such paddy field. Today the speaker’s residence stands where this paddy field was. A stone’s throw to the west was ‘Seeniduwa’ – a slightly elevated flat extent of land ringed by blackberry (dan) bovitiya and eraminia bushes which was the favourite playground of the children of Battaramulla.

The Kirala Kaduru and Vel atha trees attracted large numbers of bats in the evenings.

In the deeper areas of the marshlands where there were fair extents of water exposed to direct sunlight there were nelum, olu and kekatiya in plenty. With the morning sun the nelum and olu in bloom presented a heartwarming sight. Particularly during the days approaching the full-moon there were a few boatmen venturing out to these deeper areas to pick the lotuses and olu in bloom. Kekatiya stalks were also collected as it was a much sought after vegetable.

By today’s standards this was veritably a nature’s paradise. It would certainly have been a special location for nature enthusiasts and tourists. Apart from the traditional birds of the wetlands the ‘purple coots, night herons, cattle egrets, kingfishers and the common KoraWakkas a myriad varieties of birds were attracted by the fruits and berries. To see flocks of cormorants fly in formation or a white bellied hawk snatch a wriggling fish in its talons were common sights. Butterflies of different colours and sizes and dragon flies were plentiful.

The water in the marshes amidst the mangroves and reeds was crystal clear. Rich in all types of indigenous fish, fishing with rods was resorted to in the fringes. Small ornamental fish such as nalahandayas, ralli and thithayas were caught with ease by children with cupped hands and taken away in bottles for rearing. During heavy rains fish such as the cat-fish (Magura) and Kavaiya even ventured up narrow streams to be trapped or cut with swords and manna knives. Monitor-lizards, otters and fishing cats (which were called diviyas) were the main predators.

It is noteworthy that these wetlands also were of direct economic significance to many village folks. There were many families that reared milk cows on grass that grew profusely in the marshes. The milk they produced was delivered at the doorsteps of homes. There were others who raised herds of buffaloes that wallowed in the water and fed on marsh grass. These buffaloes were much in demand by the numerous paddy cultivators for the preparation of the fields for sowing and also for threshing after harvest. The curd produced was distributed to homes and the few boutiques that existed.

I vividly remember the wetlands of the Narahenpita area being put to commercial agricultural use by an enterprising businessman whose name was Ramasamy. He successfully developed a typical tropical marshland agriculture to meet the demands of a specific consumer market. On large extents of wetland he cultivated greens such as Katurumurunga, Kankun and Mukunuwenna. On ridges and elevated places were clumps of banana trees and well tended jasmine bushes. Jasmine flowers were in great. demand particularly in the Wellawatte, Pettah and Kotahena areas for the making of garlands, womens’ hairdos and offerings at kovils.

This businessman also raised a special breed of buffaloes called ‘Thorati buffaloes that produced milk profusely. The numerous saiva hotels in Colombo were the main outlets for the milk. These milch buffaloes were fed mainly on marsh grass. The cattle manure that collected in the sheds was used as fertilizer for the leafy vegetables, bananas and the jasmine plants. Indeed this was an admirable wetlands agricultural model.

The Wetakeyiya plant (pandanus) and other reeds particularly ‘gal eha’ were used for the weaving of mats and baskets. Galeha mats which were woven in different colours using mainly organic dyes were much in demand. Because of the spongy nature of the reed when dry it was comfortable to sit on or sleep on. Large mats called ‘Magal Peduru’ were used for the sun drying of paddy. Many families living on the fringes of these wetlands of the Battaramulla – Kotte area subsisted on this economy.

The “Water’s Edge” judgement is indeed a blessing for generations to come. They will be able to savour a little bit at least of what their forefathers enjoyed. History will record that it was the Supreme Court of Sri Lanka that made it possible.

All News Advertisement

Features

Sections of US media looking power straight in the eye

Published

21 hours ago

2026/10/1

Sahan Weerasooriya

President Trump addressing the media at the White House.(BBC)

Some fundamental freedoms seen to be at the heart of democracy in the US – religion, speech, the press, assembly and the right to petition the government – are at risk of being undermined at present by the country’s Executive President. However, the latter is being legally challenged on this score by some sections of the US media and the citizenry of the country could take heart from this notable defense of media freedom.

In fact this is good news for the world of democracy. The push back is coming from organizations such as CNN, ABC, CBS, Fox, NBC who constitute the nucleus as it were of the US media and their solidarity no less than their resourcefulness calls for commendation.

Following a recent White House decision to suspend CNN from what was referred to as ‘participation in presidential pool coverages’, the other media organizations mentioned refused to replace it in the pool. Their position was that the public had a right to receive ‘accurate and independent information about the government.’

Earlier, the White House decided to bar MS NOW and Politico from entering its premises following the restrictions imposed on CNN. The organizations were accused of publishing “FAKE NEWS’ , ‘Fiction’ and ‘lies’ in respect of the administration. These organizations lost no time in initiating a federal lawsuit accusing the central administration of violating their rights guaranteed by the First Amendment.

However, the latter litigating organizations could now consider themselves as having been vindicated because the federal court hearing their case has ordered the Trump administration to temporarily restore White House press access to journalists from the mentioned media institutions. Notably, the court has declared that the ban is ‘likely unconstitutional’. The case is proceeding.

The mass media of the most vibrant democracies of the West ought to be no strangers to such inspirational acts of solidarity and exemplifications of independence but there are lessons here for the democracies of the South that could stand them in good stead. Minus the right of a people to be informed, the rest of fundamental rights featuring in Southern Bills of Rights and legislation of the kind are bereft of substance and meaning.

It is informed decision-making on the part of a citizenry that makes for democratic vibrancy and on this score many a Southern democracy fails. While Southern publics generally demand of their governments continuous economic well being and substantive material benefits they are not equally desirous of being informed and knowledgeable.

This lacuna in the consciousness of many Southern publics enables their governments ‘to get off the hook’, so to speak and govern, or more often misgovern, their countries with impunity. Among other factors, this species of mass ignorance makes it possible for governments to dismantle democracy and rule in perpetuity.

Accordingly, an educated and constantly informed public is an essential precondition for the flourishing of democracy and independent media are integral to this process. Minus an independent mass media sector that meets the knowledge needs of the people responsibly, democracy is as good as dead.

Needless to say, those sections of the US media that are currently taking the Trump administration to task over its media curbs are acutely aware of the cruciality of these fundamental knowledge requirements.

The hope of democratic opinion worldwide and locally is likely to be that media independence would thrive in the manner in which it is flourishing in the most vibrant and accountable democracies of the West.

Southern countries such as Sri Lanka that lay claim to democratic credentials, but are democracy-deficient in many ways, need to be particularly cognizant of these requirements. The publics of these countries need to go the extra mile to ensure the thriving of an independent but responsible mass media sector.

In fact it is veritably a matter of life and death. It is only an independent media sector that could, while ensuring the existence of an informed public, impress on the latter the need to protect and perpetuate its fundamental rights. In the absence of these campaigns, such publics could be eventually having on their hands governments that boast of ruling in perpetuity.

Taking a leaf from the sections of the US media referred to independent media organizations in Southern states need to act in solidarity as well. They would need to act on the basis of the principle that acts of victimization suffered by members in their fold at the hands of governments, for instance, are in fact inimical acts directed at their collectivity and which call for united remedial action. In short, no independent mass media institution could see itself as ‘an island’.

Besides some general guidance on the importance of media independence and solidarity, the message coming from the US with regard to media praxis is that power must be stood-up to unblinkingly. The mentioned sections of the US media are primarily in a struggle to ward off encroachments on their independence in the areas of policy and practice by the political executive, that is the President.

The latter would ride rough-shod over the media in the absence of robust opposition by the media itself to inimical executive action of this kind.

While media independence needs to be seen as crucial to democratic development, an obligation is cast on the media to ensure that it uses such independence responsibly and constructively.

The worst that could afflict a media sector is for it to fall prey to the clichetic ‘freedom of the wild ass’. In fact recurring irresponsibility on the part of the media could lend credence to the perception that a tightly regulated media is best for a country. It is a short step from this misguided view to the position that political authoritarianism is best for a state. That turn of events would be of course catastrophic for a democracy.

The issues discussed thus far point to the need for a broad discourse among Southern democracies in particular on what is best for them in this connection. Given the risks underscored earlier for Southern countries in particular a broad discussion on the matters at hand, which includes the public, emerges as a must for Sri Lanka. Besides, media solidarity within democratic countries and internationally is a must.

Features

What lessons can be learned to improve quality of Sri Lanka’s Grade 6 syllabus

Published

21 hours ago

2026/10/1

Sahan Weerasooriya

Prime Minister Dr. Harini Amarasuriya

by Prof. M. W. Amarasiri de Silva

Following public controversy over an inappropriate web link found in an English study module, the Sri Lankan government formally deferred the full rollout of the Grade 6 curriculum reforms to January 2027. In the interim, state schools will maintain the existing syllabus, reverting to standard eight-period daily timetables and previous textbooks to ensure uninterrupted instruction. Prime Minister and Minister of Education Dr. Harini Amarasuriya emphasized that this temporary pause allows the Education Ministry to thoroughly review all instructional materials, fix editorial flaws, and conduct scientific impact assessments across pilot schools prior to nation-wide implementation.

To address the oversight, an expert committee evaluated the flawed materials, completed necessary amendments, and finalised discussions to resubmit corrected modules for printing. Beyond revising written texts, the Ministry established a broader preparation roadmap—allocating funds for extensive teacher training programs set to begin mid-year, alongside scheduled informational briefings for parents, teachers, and students. Prime Minister Amarasuriya reaffirmed that none of the valid first-term modules were completely discarded or scrapped, preserving state resources while systematically rebuilding public trust and strengthening quality assurance protocols.

In this respect, this article reviews the current grade 6 syllabus comparing it with similar syllabi of India and the USA, with a view to make recommendations for the upcoming grade 6 syllabus revision.

Architecture of nation’s future

Education is the quiet architecture of a nation’s future. It is the unseen scaffolding upon which generations build their character, their intellect, and their capacity to contribute meaningfully to society. In Sri Lanka, the Grade 6 syllabus occupies a particularly important place in this architecture. It is the bridge between primary learning and the more demanding intellectual terrain of secondary education. It is the moment when children begin to move from learning basic facts to understanding concepts, from memorising information to applying knowledge, and from passive reception to active engagement. Yet, despite its importance, the Grade 6 curriculum in Sri Lanka has long struggled with issues of breadth, depth, relevance, and pedagogy. As global education systems evolve, Sri Lanka must examine what lessons can be learned from international models—particularly India and the United States—to strengthen its own curriculum and prepare students for a rapidly changing world.

The first lesson Sri Lanka can learn is the value of conceptual clarity. India’s NCERT curriculum, especially in Mathematics and Science, is globally respected for its logical progression and conceptual depth. Indian students are introduced early to the idea that mathematics is not merely a set of procedures but a language of reasoning. They learn why a ratio works, not just how to compute one. They understand the structure of an equation, not merely the steps to solve it. In Science, they explore the properties of materials, the structure of plants, and the principles of motion with a clarity that encourages curiosity rather than rote memorisation.

Sri Lanka’s Grade 6 syllabus, while competency-based, often leans heavily toward content coverage. Students are expected to learn many topics, but the time allocated for each is limited, and the teaching culture often emphasizes memorisation over understanding. If Sri Lanka wishes to improve the quality of its syllabus, it must embrace the idea that fewer topics taught well are better than many topics taught superficially. Conceptual mastery builds confidence, and confidence builds lifelong learners.

Lesson from the US

A second lesson comes from the United States, where the curriculum is built around skills rather than content. American students in Grade 6 are expected to read complex texts, analyse arguments, write essays supported by evidence, conduct experiments, and engage in collaborative projects. The emphasis is not on how much they know but on what they can do with what they know. This skills-based approach encourages critical thinking, creativity, and independence—qualities essential for success in the modern world.

Sri Lanka’s syllabus, by contrast, often rewards students for reproducing information rather than interpreting it. The exam culture reinforces this tendency, as students are assessed primarily through written tests that measure recall. To improve the syllabus, Sri Lanka must integrate more opportunities for students to think, question, debate, and create. The classroom should become a space where students learn to solve problems, not just memorize solutions.

Another important lesson comes from the breadth of Sri Lanka’s own curriculum. One of the strengths of the Sri Lankan system is its inclusion of cultural and religious education. Subjects such as Buddhism, Hinduism, Islam, and Christianity provide moral grounding and cultural identity. Art, Music, Drama, and Health contribute to holistic development. These subjects remind students that education is not merely about academic achievement but about becoming a balanced human being. However, breadth without depth can become burdensome. Grade 6 students in Sri Lanka often juggle more than ten subjects, each with its own textbook, competencies, and assessments. This creates pressure not only for students but also for teachers, who must rush through content to meet syllabus requirements. The lesson here is not to reduce cultural subjects but to integrate them more meaningfully. Religious education can be taught through ethical discussions, community projects, and reflective writing. Art and Music can be connected to history, literature, and social studies. Health can be linked to science and physical education. Integration reduces overload while enriching learning.

Another lesson from India

India offers another valuable lesson in the form of standardised textbooks. NCERT books are used across the country, ensuring consistency in quality and content. They are written by subject experts, reviewed rigorously, and updated periodically. Sri Lanka’s textbooks, while generally well-structured, vary in quality and often lag behind modern pedagogical standards. Some are dense, text-heavy, and lacking in visual aids or real-world examples. To improve the syllabus, Sri Lanka must invest in high-quality textbooks that are engaging, accessible, and aligned with contemporary educational research. Textbooks should not merely transmit information; they should inspire curiosity. They should include stories, diagrams, experiments, and activities that make learning enjoyable and meaningful.

The United States provides a lesson in inquiry-based science education. American students conduct experiments, build models, observe natural phenomena, and engage in engineering design challenges. They learn science not as a set of facts but as a process of discovery. Sri Lanka’s science curriculum includes experiments, but many schools lack the resources, laboratory facilities, or teacher training to implement them effectively. Improving the syllabus requires improving the ecosystem around it. Schools need laboratories, equipment, and teacher development programs that empower educators to teach science through inquiry. A syllabus is only as strong as the environment in which it is taught. ***

International models

Another area where Sri Lanka can learn from international models is language education. In India, students often learn three languages—English, Hindi, and Sanskrit or Urdu. This heavy language load has its challenges, but it also produces students with strong linguistic skills. In the United States, English Language Arts emphasises reading complex texts, writing arguments, and analysing literature. Sri Lanka’s English curriculum, while improving, still struggles with uneven implementation across schools. Many students reach secondary school without adequate proficiency in English, limiting their access to global knowledge. To improve the syllabus, Sri Lanka must strengthen English instruction through better teacher training, more reading opportunities, and a shift from grammar-heavy teaching to communication-focused learning. At the same time, Sinhala and Tamil instruction should be modernised to include creative writing, literature appreciation, and critical reading.

Social Studies is another area ripe for improvement. Sri Lanka’s curriculum includes History, Geography, and Civics, but the teaching often emphasises memorization of dates, definitions, and facts. India’s Social Science curriculum, while also content-heavy, provides clearer conceptual frameworks. The United States, however, excels in teaching civics and citizenship. American students learn how governments function, how laws are made, how communities solve problems, and how citizens participate in democracy. Sri Lanka can strengthen its Civics curriculum by incorporating more discussions on governance, rights, responsibilities, and community engagement. Students should learn not only the structure of government but also the values that sustain it—justice, equality, and participation.

One of the most important lessons Sri Lanka can learn is the value of reducing exam pressure. In both India and Sri Lanka, exams dominate the educational landscape. Students are judged primarily by their ability to perform on written tests. The United States, while not free from assessment challenges, uses a wider range of evaluation methods—projects, presentations, portfolios, and continuous assessment. These methods allow students to demonstrate learning in diverse ways. Sri Lanka should consider adopting a more balanced assessment system that values creativity, collaboration, and practical skills alongside academic knowledge.

Technology integration is another area where Sri Lanka can improve. The United States incorporates digital literacy, coding, online research, and digital citizenship into the curriculum. Sri Lanka’s ICT syllabus is well-structured, but implementation varies widely. Many schools lack computers, internet access, or trained ICT teachers. Improving the syllabus requires improving infrastructure. Students must learn to navigate the digital world safely and effectively. They must learn coding not as a luxury but as a basic skill. They must learn to evaluate online information critically, a skill essential in an era of misinformation.

Teacher training

Teacher training is perhaps the most critical lesson of all. A syllabus is only as effective as the teachers who deliver it. India invests heavily in teacher training through national programs, workshops, and online platforms. The United States emphasises professional development, peer collaboration, and instructional coaching. Sri Lanka must strengthen its teacher training programmes, ensuring that educators understand not only what to teach but how to teach it. Teachers should be trained in inquiry-based learning, differentiated instruction, formative assessment, and classroom management. They should be empowered to adapt the syllabus to the needs of their students rather than follow it mechanically.

Sri Lanka must learn the lesson of relevance. A syllabus must prepare students not only for exams but for life. It must teach them how to think, how to communicate, how to solve problems, and how to work with others. It must prepare them for a world where knowledge is abundant, but wisdom is scarce. It must help them navigate a future shaped by technology, globalisation, environmental challenges, and social change. To improve the syllabus, Sri Lanka must ask: What kind of citizens do we want to produce? What kind of thinkers? What kind of leaders? The answers to these questions should shape the curriculum.

Lastly, improving the quality of Sri Lanka’s Grade 6 syllabus requires learning from both international models and local strengths. From India, Sri Lanka can learn the value of conceptual clarity and standardised textbooks. From the United States, it can learn the importance of skills, inquiry, and creativity. From its own traditions, it can preserve cultural education, moral development, and holistic learning. The goal is not to copy another country’s system but to build a uniquely Sri Lankan curriculum that is modern, relevant, and empowering. A curriculum that honours the past while preparing students for the future. A curriculum that nurtures thinkers, creators, and compassionate citizens. A curriculum worthy of a nation with immense potential and a proud educational heritage. If Sri Lanka embraces these lessons, the Grade 6 syllabus can become not just a bridge to secondary education but a foundation for national progress.

Features

Three magical nights at Colombo Fashion Week

Published

21 hours ago

2026/10/1

Sahan Weerasooriya

Melloney Dassanayaka is certainly a familiar name here, and abroad, as well, having represented Sri Lanka at the Miss Universe 2024 pageant, held in Mexico.

A former National Basketball player, she is also involved in several projects, beneficial to the community, including financial literacy for single women-headed families in the country.

A banker by profession, Melloney hold a Bachelor’s Degree in Business Administration.

Melloney with Asanka de Mel of Lovi Sri Lanka

This extremely talented old girl of Holy Family Convent, Bambalapitiya, was in the limelight, once more, when she was seen on the ramp at Colombo Fashion Week.

It was her very first experience, at this prestigious event, and she loved every minute of it, she said, and, what’s more, she was featured on three consecutive days.

According to the itinerary, on day 01 she walked for Lovi Sri Lanka; day 02 Rizwan Beyg (Pakistan designer), Arsath Furkhan (Indian designer), Haoyi Yan (Chinese designer) and Samant Chauhan (Indian designer); and on day 03 Vaishali Shandangule (Indian designer).