Features

Travel and exploration in the jungles, coast and Kataragama

Published

4 years ago

2023/02/26

Thilina Walpola

By Douglas B. Ranasinghe

excerpted from from the authorized biography of Thilo Hoffmann

Soon after their marriage, Thilo and Mae began to make extensive journeys through the country, during weekends and holidays. Once, on one of their first, they found themselves at Arugam Bay late in the afternoon. The old resthouse on the dunes consisted of a small trellised veranda, a dining room beyond that, two bedrooms, kitchen and staff quarters. It was already occupied. However, the resthouse keeper and the occupants graciously allowed the Hoffmanns to put up for the night on the veranda.

Before dusk, they went for a drive towards Komari. On their return, a fine male leopard crossed the road just ahead of the car. It was Mae’s first. Back at the resthouse, lit by cosy kerosene lamps, she recounted the episode to their new acquaintances, who were four Sri Lankan hunters, probably planters as Thilo now surmises. After she had finished, one of them in turn, told of an experience with a leopard. During this lengthy and enthusiastic account Thilo absent-mindedly asked – so his wife used to recall – three times: “Was it a bear?”

After the third time Mae lost her temper and upbraided him severely. Since that time, throughout their lives, whenever his attention began to wane she would say: “Was it a bear?”

In their younger years Mae used to join Thilo in almost all his travels in the island. He recalls:

“She had great endurance and stamina. Despite her rather fragile physique she would outwalk me. Together we faced many hardships without any complaints from her, such as tick bites galore, and leeches in wet areas and remote jungle tanks.

He continues:

“Three times I came down with malaria and once with a nasty hepatitis attack. During a memorable three-day walk along the Kala Oya I became infected with amoebiasis, which months later confined me to hospital for one month whilst undergoing emetine treatment. With my friend Marcel Roth (who was then chef at the GFH) I did the 25 mile trek along the left bank through thick riverine jungle, never stepping on the other side of the river which was the Wilpattu National Park.

“We slept on sandy patches, one night in close proximity to a herd of elephants whom we heard throughout. The two of us scrupulously boils the water we drank except once when thirst overpowered our good sense. That is how we contracted amoebiasis. Marcel, as a result, nearly died of a cyst in the liver some time later. We found my Land Rover in an open field about two miles east of Elavankulam, where my appu Velu had it left three days earlier. This was well before the large Rajanganaya reservoir was built further up-river (or the ill-conceived Inginimitiya tank, both areas then teeming with elephants).”

Mae was not only the accountant in the family (see Chapter I) but also the photographer and movie-maker. In 1951 Thilo’s parents, on their first visit to the couple, brought them an American-made Bell and Howell movie camera as a present. Mae and Thilo’s involvement in photography is described in the next Chapter. In 1967, for his 45th birthday, she gave him a fine pair of binoculars, which she could barely afford. It thereafter accompanied him wherever he went.

Dr and Mrs Hoffmann on that visit together with their son and daughter-in-law visited the ruined cities, Kandy and Horton Plains, which was then accessible by car only via Diyagama East Estate off Agarapatana. Over the years both Thilo’s and Mae’s parents visited Ceylon, later Sri Lanka, several times.

So did their brothers and sisters and, later, nephews. They all got to know the island quite well and appreciate its attractions.Memorable incidents were many across the years. A few of these to do with nature and travel are found across this book; two others ‘off beat’ are recounted here.

One day at Kinellan Estate, Ella the Hoffmanns Jr. and Sr. were sitting down to lunch with the Superintendent and his wife in the open veranda. From the ceiling fell a thin stream of liquid on to the plate before Thilo’s father. The food on the table was ruined. The culprit was one of a family of ‘polecats’ (Indian palm civets) which had their home in the roof!

In another of Thilo’s stories, the local fauna again turned on them:

“We were on our way to Arugam Bay where in the dunes the Boyd-Mosses had a romantic abode made mostly of remnants from a demolished tea factory. At that time Durban Boyd-Moss was the superintendent of Baurs’ Chelsea Estate.

“While driving past Tirukkovil my wife spotted a bull being tormented by two men who threw chunks of road ‘metal’ (stone) at it from a heap on the roadside. The bull’s head was tied down to one of its front legs and it was lying on the ground.

“As I was supposed to do something about this, I got down from the car, shouted at the miscreants, took an open pocket-knife to cut the rope, and slowly approached the lying bull from front, making appropriate calming noises. When I touched its head the bull jumped up and charged into my lower legs. I flew up in the air and somersaulted, still holding the open knife. On coming down I lost for a moment all sense of orientation. Then I ran blindly right into a deep wide drain. Here I lay with the bull butting me continuously.

“My brother, a strong man, eventually managed to pull it off me by its loose tethering rope. It then went for the other two men. They ran across the dry paddy fields, leaping over the bunds like in a steeplechase. It was first shock, then great fun for all, except for the bruises and bleeding abrasions, and my brother’s rope burns on legs and arms which became infected and took a long time to heal.”

Milo and Mae travelled for a variety of interests. There was a total eclipse of the sun in June 1955. He took a half-day’s leave and drove with her to Tabbowa.

They waited on the bund of the tank. Around noon, as ‘night’ fell rapidly the singing of birds and the chirping of cicadas ceased. Mimosa plants folded up their leaves, birds were roosting, total silence reigned and the air became chilly. The sun had disappeared behind the moon which was outlined by faint light around its edges. The wonder did not last long, ‘dawn’ broke quickly, and soon the world around was normal again.

A similar, later incident illustrates the conditions in those decades:

“One memorable night, in March 1978, on the southern shore of the Jaffna Lagoon we witnessed the total eclipse of the full moon lying on our camp beds. As we had been en route for some days, we were unaware of the event, and wondered whether we had had one too many!

“This casual and easy way of passing a night outdoors was then possible as there were fewer people, less violence and more jungles. I never experienced the slightest apprehension of danger, be it from humans, or wild animals. I never carried a weapon on these occasions (even in the days when this was permitted). The attitude of the people, especially of the rural population, towards foreigners was then generally friendly and trusting.

“In our travels through the island, we often used to camp overnight at any suitable spot along the route, selected at random. We did not use tents, but just unfolded camp beds, made a fire for cooking and slept under the open sky — all in the dry zone where the weather is predictable. Rivers and tanks offered fine opportunities for bathing and washing. When we stayed longer in one place we used a heavy tarpaulin from one of Baurs’ open lorries. It was stretched over a rope strung between two trees. At one end it reached the ground and, with a trench dug there, gave excellent spacious shelter even in bad weather.

“Places where I remember camping are Kokkilai, Kuchchaveli, the Parangi Aru, the Modaragam Aru, Mail Villu (then in Wilpattu West Sanctuary), Kala Oya, along the road from Puttalam to Anuradhapura (then all in jungle), on the Kumbukkan Oya, Potana, off Galge, at Mullegama, Maha Oya, Inginiyagala and Koddiyar Bay.”

In the earlier decades of the twentieth century, John Still described the northern dry-zone jungles as “the great plains that are now so empty of men”. This is how Thilo first saw them. When he arrived in Ceylon the island had just over six million inhabitants; today there are more than three times that.

For half a century Thilo and Mae, and after her death then he, would continue travelling and exploring all parts of the island, unique in character and variety, including unspoilt and beautiful areas unknown to most Sri Lankans then and now. The knowledge and experience he gained of the country in this way would form the basis for his work in conservation.

Kataratgama

Thilo records his memories of a famous place, and his thoughts on its transformation:

“I remember vividly an early occasion when my wife and I decided to visit Kataragama for the first time, to watch the annual fire-walking ceremony. This was in 1949, when the event fell on a weekend. I took half-a-day’s leave, as we worked on Saturdays.

“We drove in our open MG to Tissamaharama, where we arrived shortly after noon. From there we walked because during the festival season vehicles were prohibited on the dirt track which led to the holy shrine in the jungle. This kept away idle thrill-seekers, as only genuine pilgrims and serious observers like us undertook the tough 17 km long walk in great heat.

“Only some years later was a jeep track provided via Yodawewa and Katagamuwa, opening the floodgates to sightseers. Today there is a motorable highway. Kataragama has lost its mystic charm and changed beyond recognition. We reached our destination by early evening. Across the Menik Ganga was only a narrow hanging footbridge. There were no pilgrim rests or any other places at which to stay.

“Until late in the night we watched the fascinating scenes and events, moving amongst a multitude of mostly Hindu but also many Buddhist pilgrims. The scenes at the river, the peraheras with one elephant carrying a symbol of God Kataragama (Skanda) to the Valliamma Shrine and back, the devotees with small silver spears stuck through cheeks and tongue and on breast and arms, the kavadi bearers walking on sandals of nails, people rolling on the ground around the main temple, the pujas, the offerings of flowers and fruit, the frenzy and ecstasy in the smoke-filled dimly lit temple itself, with the deafening noise of drums, conch, flute and bells, the smells of burning joss-sticks, incense, camphor and coconut oil and of sweating humanity: these are indelible in my memory, as is the image of a man and a woman who frantically tried to place burning lumps of camphor on their tongues, picking them up with bare fingers from bowls filled with holy ash. All these acts are in fulfillment of vows in penance.

“We watched and moved amongst the crowds till about midnight, when we tried to get some rest at the foot of a large tree. We had brought with us neither food nor drink, and, of course, none were on sale.

The fire-walking was said to start at 3 a.m. on Sunday morning. Hours earlier the fire had been lit, so that when the time came there was a deep bed of red hot embers, left from burning entire logs. Soon people began to assemble around the fire in a wide circle sitting on the ground. We were assigned places right in front. The heat was great and several times we had to move backwards. Preparations continued for quite a while yet, including those of the fire-walking devotees who were kept in a separate abode nearby. My wife and I were the only white people present.

“By about 4 a.m. all was ready, and the first barefoot devotee walked across the bed of embers which was about 35 feet long and six feet wide. Attendants saw to it that all proceeded in an orderly fashion and that the embers were not unduly disturbed. One after another the walkers were sent through the embers, some marching slowly and deliberately, others in a hurry, nearly running, and some quite obviously in a trance. One stumbled and embers were sprayed in all directions. There were about 20 participants and if I remember correctly one or two were women. No burns were reported, and all went well. (Some years later a misguided Christian priest tried it and burned his feet badly.)

“When it was all over daylight began tentatively to break. Exhausted as we were, we began the return walk, another 17 km to Tissa, together with hundreds of pilgrims. I remember a Tamil man who walked ahead of us for some time with his little daughter of perhaps five or six years chanting a religious verse which ended with “Haro hara”, when the girl’s clear silvery voice chimed in. For us this was an enchanting episode.

“A beautiful but hot day was coming up as we trekked along the foot of Vedahitikanda hill. We were dead tired, and my wife almost had to drag me over the last kilometres to our car, which we had left near the Tissa resthouse. For an hour or two we slept in the car, and then I drove all the way back to Colombo. That night we slept like logs, a memorable experience behind us, one of so many similar ones in our long lives ahead.”

“Kataragama was then a truly sylvan shrine with only a few ancient temples and other buildings, a mosque, the Basnayaka’s and the GA’s residences and a row of seasonal shops (’boutiques’), all in a garden of trees. During most of the year the area was left in solitude for wildlife to roam – elephants, sambhur, spotted deer, leopard and bear.

“Today we have a modern ‘Holy City’ in its place with many unnecessary concrete ’embellishments’, lamp-posts, hotels, pilgrim rests, bridges and tarred roads. The avenue between the two main temples is fringed with exotic Tabebuia trees. The whole area now is a great commercial enterprise.

In later years we used to meet Swami Gowripala (Herr Schon-feldt) there and also Kalki Swami (Mike Wilson).”

Lost to modernity

Thilo continues:

“The Ven. Bhikkhu Sumedha, a long-time friend who had grown up in Switzerland, spent his early hermit years as a Buddhist monk at Situlpauwa and at the top of Vedahitikanda. He later obtained higher ordination, and died in Kandy in 2006. On his occasional visits to Colombo, dana was regularly offered at our house.

“Situlpauwa was then a jungle-covered site with only an occasional hermit monk in residence, and wildlife roaming freely through it. Today, as a result of restoration and development, the jungle has given way to concrete, electric lights, noise and commerce.”

During his time in Sri Lanka Thilo has been dismayed to witness such change, in diverse ways, at countless holy and historical places. He adds one example:

“We may perhaps record two different alterations at the famous Koneswaram Temple, on Swami Rock at Trincomalee. The entire temple has been ‘restored’ and renovated, covering under cement and plaster and layers of glossy new paint all traces of its ancient history.

“It is also the site of an act of vandalism. There on a stone pillar was an inscription in high relief recording the death of a young Dutch woman who in the 18th century threw herself over the precipice after watching her lover’s ship sail away. This was chiselled away in the 1980s, a testimony to the prevalent politico-religious chauvinism.

(To be continued)

All News Advertisement

Features

Sections of US media looking power straight in the eye

Published

13 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

13 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

13 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).