On the 4th September afternoon, Grade 7 students had the preliminary training on what is interdisciplinary and why we should have interdisciplinary. Through the one-hour training, students had a basic understanding of what is interdisciplinary and the importance of interdisciplinary. 

From September 1st to September 17th, students learned about the community project, and finally determined the topic through brainstorming, preliminary investigation, and communication with the supervisor

The school has already started to decorate the display board in the public place, most of the subject groups have already finished the work. And next week, we will continue to optimize the decoration.

On September 10th, folders and expanding bags had been put in place for the filing of the Student Portfolios of the new academic year. And homeroom teachers took students' new folders and expanding bags to their classes. 

On September 1st, Ms.Wang Yuanzi and Ms. Huang Jiali conducted the MYP training for G7 students. In this workshop, Ms.Wang explained the history of the IB and the mission statement, and told students what is the IB learner profile and hope all students can become a better one. Ms. Huang introduced interdisciplinary teaching and learning and told them the benefits of their learning.

On September 12th，GIMSH held a workshop——Inquiry in the MYP for all teachers. In this training, Ms.Han, the workshop leader, explained what is the inquiry, the types of inquiry, and how to design an inquiry classroom. During this workshop，teachers deepened their understanding of the inquiry in MYP.

On September 4th, G7 parents were invited to participate in the curriculum introduction. Ms.Han explained what is the MYP curriculum and the main features of the MYP program. Parents engaged in these activities and enhance their understanding of our curriculum.

On the first week, teachers briefly introduced some basic knowledge in the Language Acquisition to students, including the four key concepts, six global contexts, and objectives; For phase 1 students, the learning focused on the concept of communication, we guided students to do a self-introduction and introduce others. By doing surveys and making posters, they can present different lifestyles to others.

Phase 1 classes were developed according to the subject group planner. This week's ATL skills focus was communication as we are working towards objectives C+D. Students negotiated ideas with their peers to organize different aspects of free time activities (hobbies, place, equipment) and communicated their groupings to their peers. This collaboration was done through oral communication. They had also utilized some simple information literacy skills to record data. They are now reviewing and preparing for their FA speech about school life/daily routine and have begun to use some creative skills in their visual presentation. 

From September 14th to 18th, students were guided to learn the unit about the old democratic revolution. Students were able to understand the concepts of orientation in space and time and civilization with specific knowledge. In the process of group activities, making posters, and displaying, students' research skills and communication skills were cultivated.

Students continued to study this unit of China in the pre-Qin period so that students can understand the concepts of group, interdependence, and fair development in combination with specific knowledge. In the process of group activities, discussions, and presentations, students have cultivated their thinking skills and Research skills.

From September 14th to September 18th, teachers introduced the theme, key concepts, and related concepts of the first unit.

Visual arts: G7 students started the learning of drawing rules, the concept of sketching, two major classifications, light and dark sketching, and structural sketch exercises; G8 students started the learning of national quintessence, the concept, and sub-categories of Chinese painting. They also learned to distinguish different types of Chinese painting; G9 students started the learning of Hara Kenya, the study "Design in Design".

Performing arts: Students learned the sound and rhythm in the music of the first unit of G7. And for G8 students, they were getting familiar with songs after the 1980s and the characteristics of the adapted songs. For G9 students, they learned about the characteristics of Beethoven’s Fifth Symphony and the characteristics of the era.

We introduced the MYP PHE curriculum framework, learning methods, assessment methods, and explained the unit content to students.

The teacher also had a deep understanding of the design of the unit plan, combined with 'From Principle to Practice', and revised the unit plans.