Features

More on jungle treks: Lahugala and bold leopards

Published

5 years ago

2022/02/13

Sahan Weerasooriya

BY H A I Katugaha

(Continued from last week)

One morning in the 1950’s we had gone across into Yala Block 2 and our destination was Walaskema in search of the famous crossed tusker, so named because of the crossing of the tusks in front. We had Block 2 all to ourselves. Parking the jeep, we began our walk to Walaskema. There were four of us in the party, namely Uncle Sam, Upali, our tracker and myself.

We saw a leopard sitting under a tree. He got up and started walking towards us. This was most unusual. We shouted at him but he took no notice at all. He growled at us and kept getting closer. Shouting at him we walked backwards and even threw stones at him. One thrown by the tracker hit him on his head, but he kept on coming.

Having reached the jeep, Upali raced the engine and sped towards him. The leopard then ran off into the jungle. Leopards usually run off at the sight of man, and the difficulty is to get close to one. Uncle Sam was of the opinion that this one may well have been used to humans since the Kataragama pilgrims passed this way every year. Maybe he even had a taste of human flesh by eating the corpse of a pilgrim that had died during the walk across Kumbukkan Oya to Menik Ganga. It was a large male animal in the prime of his life.

We reached Walaskema, which was a water-hole, and though we waited till evening the famous tusker did not come to drink water. On our way back we did see a herd of elephants across the Pilinnawa plains.

Years later while camping out at Kosgasmankada in Yala Block 1, one night I noticed some movement under one of the lanterns that we had hung around the camp to keep animals away. Using my torch I discovered that it was a leopard that sat right under the lantern and watched our camp. Soon several torches were focused on it and we had a good look at this fine male leopard. One member of our party then turned the vehicle and put on the headlights. There he was in all his glory watching us with apparent delight.

Next morning we reported this unusual behavior to the park office and were told that this was a bold leopard that had even attacked a labourer attached to the department while walking along at the campsite. The rule is that a leopard will run off at the sight of man unless man has wounded him. It is always best to remember that there are exceptions to every rule.

Land of the gentle giants

At dawn, in the early 1960’s, I lay stretched out on a mat in the verandah of the old Irrigation Department bungalow at Lahugala. A regular swish-swish close by informed me that an elephant, perhaps two, were feeding on the luscious beru grass close to the sluice. It was still very dark. The first vocalists for the morning were a pair of magpies. Their whistling calls were welcome indeed. Next a shama gave vent to his repertoire of vocal renderings. Then the pair of brown fish owls that was always to be found near the sluice finished their serenade with a short burst of hoo hoo.

As darkness gave way to light that misty morning, I watched the dark shape of an elephant slowly moving up to the rock in front of the bungalow. He stood still, probably enjoying the cool breeze that was blowing across the tank. After about 15 minutes he came down and walked towards the well.

Sammy, the Department’s watcher at the bungalow, kindly brought me a hot cup of tea and whispered, “Sir, be careful when you go for a wash, there is an elephant by the well.” I thanked him for his concern.

By the time my friends and I finished our tea, the elephant left the well and moved off into the jungle to our right. We could now see that there were two elephants feeding by the sluice. About 7 am they slowly walked up the bend of the tank and faded away to the left of us.

Across the tank, felled logs of the majestic trees that they once were, stood out in the early morning sun. It happened to be the depot of the State Timber Corporation and quite an eyesore in such a wonderful setting. Birds that were resting by the tank, such as painted storks, pelicans, teal, open-billed storks and a few white-necked storks, took off to look for breakfast. Four adjutant storks began their stately walk in search of food.

It was a typical morning at Lahugala. As we walked up to the rock a solitary pied kingfisher hovered momentarily, dived and came up with a fish. He flew to his perch, flicked the fish up and expertly swallowed it head first. The purple herons and the coots were active in the grass, while the beautiful jacanas were flitting over the lotus leaves looking for food.

Lahugala was then only a forest reserve and not a national park. The tank was managed by the Irrigation Department and Sammy was its watcher that looked after the sluice. Later Lahugala became an elephant reserve. Elephants were the chief attraction and they were to be seen throughout the year, but during the dry season from July to September, they congregated in large numbers. During this period, the herds gathered here for water and for the beru grass that they loved so much. There was always a resident population of elephants numbering about twenty. It was not till the 1970’s that it finally became a national park. Though it was only five square miles in extent it was a haven for elephants.

That morning we got on our scooters and went to the village for breakfast. Coming back for a bath in the tank was always refreshing. Our lunch over we did have a short snooze, leaving Sammy on the lookout for elephants, It was not till 2 pm that the elephants began to come to the tank. The first to arrive were solitary bulls, six of whom arrived from different spots and waded into the tank. That evening the herds came late, and by 5.30 pm there were over 50 elephants out in the tank. Depending on where the herds were, we walked up to the nearest tree and observed them, feeling quite safe. (Walking in the park was allowed in those days.)

One afternoon, Mr.Peter Jayawardena, who was the Wildlife Department’s ranger stationed at Lahugala, took us for a walk along the bund. Hearing a noise he led us into the jungle. There in a clearing were three elephants lying flat and sleeping. The noise that we heard was their snoring. They were soon joined by another that came up to them, laid himself down and then slept. After a while Mr. Jayawardena clapped. The four elephants were up instantly and crashed away into the jungle. It was amazing to see such large animals get up and run so quickly. The jungle was soon silent.

At the time Lahugala was an elephant reserve, and the Wildlife and Nature Protection Society took the Irrigation Department’s old Bungalow on lease. It was renovated and made comfortable. The late Mr. Noel de Costa was responsible for getting the place into a satisfactory condition. Thereafter we were able to book the bungalow and stay in it in comfort. We had only to take our food and bedding with us.

During those days it was a common sight to see people walk into the jungle with guns and many dogs at their heel. Gunshots were heard every night. Venison was freely available at the bazaar. Poaching was rampant.

It has been my good fortune to see two leopards at Lahugala. One was on the road leading to the bungalow late one evening when we were returning from Kithulana. The other walked past the bungalow one night just as we were about to retire for the night, A bear came along the road one night and hooted, and we watched him by moonlight. Had he not made a sound we would never have seen him. Deer and wild boar were not seen in those early days, and no doubt poaching was responsible for this scarcity. Every night we heard gunshots..

Lahugala has always been a bird watcher’s paradise. The tank is a fine rendezvous for storks, herons, waders, and other water birds. The surrounding jungle abounds with birds. A pair of grey-headed fishing eagles had a nest on a tall tree close to the sluice. They carefully tended their nest every year. A pair of brown fish owls nested close by. Many raptorials were seen over the tank at all times. I have seen one black-necked stork in the 1970’s and several adjutant storks. The thrill was to spot the beautiful red-faced malkoha or the racquet-tailed drongo. On a short walk along the track leading to Heda Oya, one would invariably see the red-faced malkoha. In fact we named it Malkoha Lane. It was not uncommon to see them in groups of four to six.

It was during the time I was at Badulla that I was able to really explore Lahugala and its surroundings. One afternoon there were two bull elephants feeding by the sluice. Getting close to them, keeping behind the bund, I took photographs, but one of them suddenly charged. He could not have seen me and the wind was in my favour. I ducked down on the blind side of the bund and lay flat among some large granite blocks that were thankfully there. The bull elephant came up the bund and to my relief ran along it. Had I run in panic on that day I would not be writing this article.

I picked up my field glasses and went back to see what his problem was, this time from a very safe distance. He had suppurating gunshot wounds on both his hind legs, and his left ear was torn. Many other swellings on his body and head only proved how many times he had been shot at. Naturally he hated man. I informed the Wildlife and Nature Protection Society of this troublesome bull elephant, so that they could inform other occupants who came to this place to be careful of this animal.

Several months later I was at Lahugala with my family. Late one evening we met the elephant on the main road. A herd was feeding below the culvert and he was coming along to join the group. I was able to take a picture of him as he was crossing the culvert. While we were watching the herd I noticed that he was quickly moving parallel to us. and was trying to come in front of us. We moved ahead and waited for him. Sure enough he came to the road and immediately charged us. This time we were in a jeep and had no difficulty in avoiding his aggressive behaviour. He charged us three times on that day.

This bull elephant became quite a menace. He would wait quietly by the road and suddenly charge at any passing vehicle. Buses were his favourite targets. Three months later I was informed that he was shot. I drove down to verify if it was the same animal. It was truly the same troublesome bull, which was shot and had fallen in a chena close to Kithulana Tank. Birds were picking up dead maggots from his wounds. He had 23 wounds on the left side of his body and eight on his head. Finally he was at rest.

Lahugala was next declared a national park. The area began to be patrolled and it was at last getting the protection that it so richly deserved. It was in the late 1970’s that I saw the first herd of deer come out to feed. Wild boar soon made their presence felt.

One morning while I was seated on the rock, I met Appuhamy who came with a katty (a cutting blade with a long handle) on his ample shoulder. Having heard that I had come all the way to watch elephants, he took me to his chena, which was close to the Sengamuwa tank. To my horror I saw that his entire chena was devastated, having been trampled by a large number of elephants that had passed through. All his labour was lost in one night.

“You will see them at Lahugala today.” he said sadly. I gave him most of the cash I had with me and asked him about compensation. “Sir, I will get my money but I will have to give bribes in return; otherwise it will take months, perhaps even a year.” It is one thing for us to talk of conservation of the elephant from our homes and offices; while it is quite another matter for the poor cultivator. I told him it was a known fact that elephants come to Lahugala during that time of the year.

“True Sir, I would have harvested my crop by now, but the rains were delayed and so I planted late.” As I sat on the rock that evening and watched elephants pouring out of the jungle to my right, Appuhamy’s saying that I would see elephants at Lahugala that day kept ringing in my ears. As many as 186 elephants with four tuskers came to the tank. A herd of over a hundred elephants would have walked across his cultivation.

The conditions at the park improved rapidly, thanks to a dedicated staff that was stationed there. Being a small park it was easy to patrol. Poaching decreased. We began to see small herds of deer grazing close to the tank. I even saw a few sambhur.

There are many places of historical interest that one could visit while staying at Lahugala. One such place is Habutagala, where many ancient ruins, which include a forty-foot reclining statue of Lord Buddha in a cave, are found. Treasure hunters have dug into the statue. There is a small dagoba and several pillars to be seen. The most interesting features are Lord Buddha’s footprint carved in stone and an ancient stone inscription. These ruins belong to the Ruhunu period. Northern terrorists have attacked the village of Hulanuge twice.

Magul Maha Viharaya too is worthy of a visit. Situated close to Lahugala bazaar, it has several stone pillars and foundations. During the 1970’s, a unique moonstone was unearthed at this spot. It was in a fine state of preservation. Four of the elephants in the row of these animals carved on stone were dressed and had a rider on each. No other moonstone yet discovered anywhere in the country had this feature. Here again we find a small dagoba, a shrine room and a foundation of some structure with beautifully carved lions round its base.

Features

Sections of US media looking power straight in the eye

Published

11 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

11 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

11 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).