Language B Highlights
Grade 6 (Ms Joubert and Mr. Dooley)This week Ms Joubert’s Grade 6 Language B, shifted their focus away from MAP testing to explore “The History of Communication”. Students learned about Alexander Graham Bell’s invention of the telephone and discussed its revolutionary significance. To enhance their tech skills, students learned how to download tasks on Managebac.
Meanwhile, Mr. Dooley’s students also had a very busy week. Students practiced their listening skills focusing on extracting key information from audio including facts, themes and the speaker’s opinions. To that, students too
k part in MAP tests this week for Language growth, reading skills and math skills.
Grade 7 (Mr. Hood and Mr. Dooley)Mr. Hood’s Grade 7s spent the week creating advertisements that consisted of them encouraging tourists to visit a specific natural landscape that had been selected for them. The purpose of the advertisement was for the Grade 7s to encourage tourists to visit the site but also to educate the tourists on the significance of conserving and preserving the environmental integrity of the site.
Mr. Dooley’s Grade 7s had a very busy week. Students started off by focusing on diaries. They discussed which of us have kept a diary or journal as well as the benefits to keeping them. Students then looked at some of the more famous diaries that students know of and talked about why they became famous as well as the intents of the authors.
Grade 8 (Mr. Hood and Ms. Bartoszak)
Mr. Hood’s Grade 8s, as part of their unit, continued their focus on food and how culture impacts food. The Grade 8s completed another comprehension on Heidi which was related to food and culture. Their research included the history of the dish and to find out how the culture of the country had influenced each dish over time.
Meanwhile, Ms Bartoszak’s Grade 8 students started the week by reflecting back on their understanding of similes. They further developed their knowledge and understanding by exploring the accuracy of their similes to convey the exact image. Students completed set worksheet as well as used their creativity to create their own similes.
Grade 9 (Mr. Hood and Mr. Dooley)Mr. Hood’s Grade 9s moved on to the next phase of their engagement with customs and culture which was baby culture in different nations around the world. The first activity asked the grade 9s to complete a listening comprehension based on different customs and cultures relating to babies from five different countries.Meanwhile, Grade 9s also had a very productive week. Students took part in MAP tests this week for Language growth, reading skills and math skills. We read about Mongolian Air sacrifices and Tibetan Sky burials, comparing the different cultural practices with similar motivations.
Grade 10 (Ms Najuma and Mr. Dooley)In Ms. Najuma’s Grade 10 English class, the students enhanced their understanding of the working world. They engaged in vocabulary activities related to jobs, and practiced writing open-ended and closed-ended questions. To further their learning, they watched job interview videos, where their teachers acted out both positive and less positive scenarios. Grade 10s started by looking at some common job interview questions and worked on how we can effectually answer the questions. The students worked in small groups to prepare their own job interview roleplays using their own questions focusing on an effective & not effective candidates’ answers.
Grade 11 (Ms. Bartoszak)
Ms Bartoszak’s students started the week by focusing on their listening skills. They followed the format of the Listening exams to allow the students a greater knowledge of what to expect. Students then, after a discussion of the difficulties they are encountered continued to develop their skills by practicing listening audio based on their literary text. Students ended the week by making authors real life experiences connections to the novel.
Grade 12 (Mr. Kiefer and Ms. Bartoszak)This week Mr. Kiefer’s DP2 English B HL students developed their understanding of Anglophone culture and speaking skills. The students read a text about language and identity and responded to comprehension questions. Next, they formed groups and debated on the motion that students learning English should adopt an “English” name.Meanwhile, Ms Bartoszak’s Grade 12 students started the week exploring the social historical context of the novel Lord of the Flies through independent research. Students further developed their reading skills by answering set question on the authors life and connections to the novel. Students ended the week by exploring setting, character and language in the first chapter.
PYP Highlights
Early Years
Class Photos
Pre K
Ms. Polly Coronel and Ms. Kirsten Hernandez
Pre-Ks had an exciting and hands-on learning experience with threading toys. They showed incredible enthusiasm and fine motor skills as they practiced threading. We also started our playdough adventure by letting the students feel the soft, squishy texture of the playdough in their tiny hands. We encouraged each student to pick a book that caught their eye, emphasizing the importance of choice and exploration.
K1
Ms. Erin Wang and Ms. Sati TadevosyanIn inquiry class, K1 students have been focusing on the senses of touch and hearing. We had an enjoyable time exploring these senses at our busy tables and stations.In our math lessons, we reviewed the numbers 1 and 2, and briefly touched on the number 3 through rhymes and stories. The story of Goldilocks and the Three Bears provided an opportunity for students to practice counting and name shapes such as circles and triangles.In language arts class, we revisited the letter sound “A.” The Apple Round & Apple Sweet song and the Apple stamp games were well-received by the little ones.
K2Ms. Mika, Ms. Sue, Ms. RedThis week in math, we dived into the fascinating world of shapes! Through body exploration, the students engaged in a lively activity where they used their bodies to mimic various shapes, improving their spatial awareness and body coordination. Playdough shapes allowed them to mold and shape different geometric figures, enhancing their hands-on learning experience. Overall, the students had a fantastic time developing important spatial awareness, creativity, counting, and critical thinking skills through these enjoyable shape-focused activities.
K3
Ms. Emily Coffey and Mr. Dean FletesThis week in Language Arts, K3 students completed their first Jolly Phonics group of letters: S, A, T, I, P, N. We practiced how to recognise, identify, and sound out these letter sounds through individual stations, pair games, and outdoor competitions. These activities gave the students a chance to enhance their communication skills as well as their ability to cooperate, play together, and overcome setbacks. We also incorporated SATIPN recognition during our morning message and calendar time routines!
PYP
Class Photos
Grade 1
Ms. Victoria Quercia and Ms. Katherine TurnerIn Inquiry, we have been learning about the different food groups – which foods come from which groups, and what they can do to help our bodies stay healthy. To end the week, we went on our first field trip to the supermarket! The children looked for foods from the different food groups and got the chance to see what healthy foods are available in our communities.
Grade 2Ms. Camila Kemeny Larrondo and Mr. Steven DaviesWe are excited to share the wonderful progress our students have made in their language arts class! In our recent lessons, we have been diving into the concept of “Show, Don’t Tell” to further develop student’s descriptive writing skills. This writing activity helps the learners create more interesting and engaging stories. Learners have been using their creativity to paint vivid pictures with their words rather than just “telling”.
Grade 3Mr. Jeremy Boudreau and Ms.Kelly HouseIn our Grade 3 inquiry class, our students are currently focusing on the lives of four remarkable children who have made a significant impact on the world. Additionally, they are delving into the concept of social justice. In today’s world, we continue to witness inequalities that prevent some individuals from fully enjoying their rights. We encourage them to take responsibility for their actions and make a difference in the world.
Grade 4Mr. Adam Fell and Ms. Carla Du Toit In the grade 4 inquiry class, students embarked on a week-long exploration of their beliefs and values, delving into the core of their identities and what matters most to them.The week was filled with eye-opening moments as students shared personal stories, debated ethical dilemmas, and discovered common ground among their differing viewpoints, fostering empathy and respect for one another.
Grade 5
Ms. Patricia Larrondo and Mr. Matthew Facey
In Math, calculations are important, but it is also crucial to check for previous knowledge, manipulate objects, and make connections for deep learning to take place. A good part of the process involves different types of learning experiences that promote different thinking skills that will allow students to have solid comprehension of the areas we are studying.
DP Highlights
Extended Essay (EE)Our DP1 students are continuing to inquire about the topics they are most interested in. So far in the process topics range gaming in computer science to child psychology. The next step in the process is for students to continue to explore more topics of interest and make connections to their course syllabus to determine the viability of these topics. Our DP2 students are putting final touches on their EE drafts in preparation to receive their first round of feedback from their supervisors. Upon receiving the feedback students will then begin looking at making improvements on their EE and completing their second reflection session for their EE.
Creativity, Activity, ServiceThis past week, our DP1 students have been diligently engaged in developing their action plans, setting the stage for their CAS journey in DP1. It’s been inspiring to see their enthusiasm as they identify their goals and plan meaningful activities for their CAS. On the other hand, our DP2 students have been diligently working on completing their CAS portfolios, ensuring all essential components are in place. Overall, both DP1 and DP2 students have demonstrated commitment to the CAS program, and I look forward to witnessing their continued growth and development in the weeks ahead.
Theory of KnowledgeTOK 11 students finished presenting their ted talks in which they explored their personal connection to a knowledge question, and considered how their identity influenced their perspective on this issue.TOK 12 this week students ran sessions in which they analyzed knowledge claims within a chosen topic. Through the format of a presentation+discussion or a debate, students critically analysed the components and assumptions that made up these claims, and invited peers to share their insights.
