The whole PYP focused on the IB theme: Who we are. The inquiry was supported by a number of field trips to help the students with further research. This inquiry process ended with a wonderful display of the student’s learning process and a celebration of all the work the students have achieved, together with the new knowledge gained.
Each grade celebrated under a special Central idea and theme related to their learning journey.
G1
Family relationships contribute
to shaping our identity
Grade one focused on how Family relationships contribute to shaping our identity and gave this snippet of their journey.
As we bring our unit on family to a close, the Grade1 students have successfully completed an engaging inquiry into how family shapes who we are. This unit gave students the opportunity to explore their own families, reflect on family traditions, and learn about the connections that make each family unique.
We began by watching the animated short La Luna, which sparked curiosity about family dynamics. Students then created family trees to represent their family members and learnt about their family origins. They also found out where their family members were born and labelled this information on maps, helping them connect with the global aspect of family.
As we delved deeper into the unit, students compared their families with their classmates'families, discovering similarities and differences. They also created personal timelines, reflecting on key moments in their lives and considering how their family has supported them through these milestones.
Next, we explored family roles. Students investigated how roles within families have changed over time and examined the roles they hold in their own families. We also discussed family traditions, looking at the activities that bring families together and shape their shared identities.
To document their learning, students created family books that included facts, general information, family origins, and traditions. This project allowed them to share their knowledge in a creative and meaningful way.
Our unit culminated in celebration with our Family Treasures Museum, where students worked with their families at home to select meaningful artefacts that hold special significance. In class, they created beautiful displays to showcase their chosen items explaining the importance of these treasures. Students presented their treasures in front of a special guest audience from Grade 3, sharing heartfelt stories that reflected their family ’sunique identity.
We look forward to our next exploration!
G2
People’s choices of
lifestyle affect personal health
Grade two explored People’s choices of lifestyle affect personal health.
Their explration included finding out how lifestyle choices impact health through engaging activities and research. They learned about the food pyramid, researched food groups, and discussed habits that promote well-being.
The unit concluded with a Healthy Lifestyle Exhibition, where students designed posters showcasing their knowledge and presented their findings to guests.
This unit empowered students to make informed lifestyle choices and share their insights on maintaining a healthy, balanced life.
G3
People establish and
maintain relationships
through social interactions
Grade 3 focused on developing social skills under the Central Idea People establish and maintain relationships through social interactions.
Students embarked on an exploration of relationships and the role of social interactions in our daily lives. This provided opportunities for students to inquire into the skills and behaviors that foster positive connections with others.
The journey unpacked the concept of social interactions and the meaning of establishing and maintaining relationships. Through class discussions and activities, they explored fundamentals of what relationships entail and the factors that help strengthen or weaken them.
Students engaged in activities where they differentiated between acceptable and unacceptable social interaction where they sorted examples of good versus bad social skills. This exercise not only built their understanding of social behaviors but also highlighted the importance of these skills in real-life scenarios.
The journey unpacked the concept of social interactions and the meaning of establishing and maintaining relationships. Through class discussions and activities, they explored fundamentals of what relationships entail and the factors that help strengthen or weaken them.
Students engaged in activities where they differentiated between acceptable and unacceptable social interaction where they sorted examples of good versus bad social skills. This exercise not only built their understanding of social behaviors but also highlighted the importance of these skills in real-life scenarios.
To bring the learning closer to home, students analyzed how these skills manifest within the classroom. They discovered how good social skills, like listening, helping, and cooperating, can strengthen relationships, while bad social skills, like interrupting or ignoring others, can weaken them. With this understanding, they took action by designing creative signs to encourage appropriate behaviors in the school canteen, making a lasting contribution to the school community.
Through this unit, our students developed essential Approaches to Learning (ATLs) such as social and communication skills. They also embodied the IB Learner Profile attributes of being reflective and caring, as they examined their own behaviors and considered how to positively impact their relationships.
This unit celebration was a testament to their growth as young inquirers and communicators. We are proud of the thoughtful and practical steps they took to apply their learning and support their peers in cultivating a harmonious environment both in and beyond the classroom.
G4
Structure of the body
which consists of systems
and parts that are interdependent
Grade 4’s direction followed the Structure of the body which consists of systems and parts that are interdependent.
Their investigation into the human body and the interdependence of it’s systems allowed them to better understand themselves and how to showcase new knowledge to others through interesting experiments.
The first step in this journey involved students tuning in with current knowledge they already had about the main body organs. They created mind maps to showcase their level of understanding and then started an inquiry using multiple resources on the topic, highlighting what they learnt and add that to the display wall to document their learning process through the unit.
They started to learn about the body systems through a series of lectures, including one from Doctor Zhang, which strengthened their concepts of the body and it’s functions.
Afterwards,they took the learning from the classroom to their home with a series of experiments that facilitated the processes of the major body organs: including a plastic bag with vinegar which showed how food was digested, a heart pumping blood made from plastic bottles, or a pair of lungs and diaphragm model using balloons. Student creativity and hands-on approach to this allowed them to be fully engaged and capable of witnessing the full process up close.
Finally, all this knowledge ended with a display by groups’ division of sub-topics, and dutiful homemade models/experiments to back up student presentations. Grade 4 was active and capable of demonstrating their learning and helping the school community to better understand the functions of their body.
G5
Traditions and culture
give people a sense of identity
Grade 5 delved into how Traditions and culture give people a sense of identity.
Unit two was a trip to the past, present, the future and students traveled vicariously through each others’ experiences.
This unit saw students conduct investigation into Ancient China and how the traditions of that era still shape their world today, through food, clothing, way of being as introduced in early years by great philosophers like Confucius through his school of thought which is pretty close to what we now call a whole person development in IB terminology.
This led to an understanding of the collaboration culture of Chinese people which is different from the individual focus of the western word, but they found out that this gets them closer to the South African culture of Ubuntu which emphasises that I am, because you are. The inquiry looked into how the ancient Chinese culture shaped the current traditional medical practices and how the speedy development of this nation began with their founding fathers like Qin Shi Huang who began the construction of the marvel now knwn as the Great Wall of China.
The inquiry also went global as students inquired into the identities of their international teachers and classmates. They focused on countries like Malaysia, Iran, Canada, South Africa,India, and they also delved deeper into the international faces of their motherland, Hong Kong and Macao and how they have introduced a fusion of cultures through the influences of their colonial pasts, as well as the inflow of expats from all over the world who call Hong Kong and Macao home.
This inquiry helped students understand that knowing where you come from, helps you understand where you are going and and so does open-mindedness to other cultures which opens up the worlds of those who dare to learn new things. To exemplify this open-mindedness G5 students dressed in their traditional ensembles danced to the classic Waka-Waka song from the 2010 South African Soccer World Cup. A beautiful celebration of learning.
G6
The choice of role models
reflects the beliefs and
values of individuals and societies
Grade 6 explored The choice of role models reflects the beliefs and values of individuals and societies.
To conclude Unit 2 students used their research skills to find and share information regarding their role models, crucial positive character traits, and reasons for their choices all while creating interactive activities for guests to play when they visited their creatively constructd booths during end of the unit celebration.
Firstly, students explored their personal beliefs and the importance of instilling values while connecting how they impact the choices they make during their daily lives. After the exploration process students decided on how they wanted to showcase what they’ve learned. The talented Dora, Cathy, Grace, and Mati of G6-A took to the stage to perform a fun K-Pop song, “Ditto,” by Newjeans the crowd went wild in support of their peers. Next Chris and Evan from G6-J wowed the audience with their musical talents, then Halton from G6-S produced a spectacular rendition from a solo rap artist.
Overall, students confidently strutted along stage after tirelessly practicing to embody their role models. After the performances students eagerly visited each others booths to learn more about their role models. Some students had informative activities with prizes for those who chose to interact and learn about their role models. The event was a successful one and both Grade 5 and 6 enjoyed the process of connecting with another and learning what it means to be a role model.
The end of the unit celebration gave students the chance to explore what is genuinely interesting to them, they know what role models are as well as the significance of their individual beliefs and values, students understand the importance of having a role model with positive character traits, the connection and the effect of having a balanced role model as well as the impact it can have on another person life.
All in all another unit knocked out of the park because of the hard work of the ever inquiring students and dedicated teachers who carefully guide the students through the unit of inquiry lessons. ASJ remains a good example of why inquiry-based learning is a way to go!
