While I breathe, I explore, I hope

一年级的学生正在为建造一所房屋确定最后的建设计划，此房屋展示着学生对人们如何根据自己的环境改造房屋的想法。

Grade 1 are finalizing their plan to build a house that can showcase  their understanding of how people adapt their homes according to their environment.  

四年级学生正在进行第三单元的探究性学习，以实际行动探索着移民对社区、文化和个人的影响。

The Grade 4s are working on their third line of inquiry, which is the impact of migration on communities, cultures & individuals. 

五年级的学生们开始挑战着如何在地球上与他人共同生活。学生们研究了我们应该如何在校园里进行垃圾分类，并尝试着回收旧纸张来制作新纸。

The Grade 5s have just started their unit on Sharing the Planet with provocations.  They were seen investigating what we do with waste in the school campus. Then they had a go at paper recycling by making new paper from the old.  

这周，MYP学生正忙着进行不同单元的总结性评估。

While in the MYP, it is all about summative assessments! 

八年级的学生总结了关于如何治理社会的单元，分享着沙特阿拉伯、英国、日本、泰国、摩洛哥和西班牙社会制度的纪录片。而九年级学生与父母分享了他们对纳粹的研究。

Grade 8 is wrapping up their unit on How Societies are Governed by sharing their mini-documentaries on the monarchies in Saudi Arabia, UK, Japan, Thailand, Morocco and Spain. While Grade 9 students shared with their parents their research on the Holocaust.

进行真实评估任务的其中一种方法是使用GRASPS架构模型，学生们设想自身处于现实生活中的某个角色。在科学课程中，六年级的学生扮演着生态学家的角色，并使用一个玻璃容器来阐释他们对生物如何运作的理解。

One way of creating authentic assessment tasks is using the GRASPS model, wherein students are placed in a situation and assume roles that actually exist in real life. In the sciences, Grade 6 students took on the role of ecologists and  presented a terrarium to apply their understanding of how living things work.

七年级学生则扮演着遗传疾病专家， 论证他们对DNA和基因的深刻理解。作为“营养学家”的八年级学生准备了健康的餐食，以表明他们对食物与健康状况之间关系的理解。九年级学生是“毒理学家”，熟悉家庭常用产品中的所用元素和化合物的性质和用途。

Grade 7 were genetic disorder experts who demonstrated their depth of understanding of DNA and genes. Grade 8 were nutritionists who prepared healthy meals to show their understanding of the relationship between what we consume and the state of our health. Grade 9s were toxicologists who were experts on the properties and uses of the elements and compound chemicals present in products that are commonly used at home. 

高年级的学生还参与了每月的“下午茶音乐会”，优异的表演让观众享受其中。

Plus the monthly Teatime Concert with the participation of our older students. Bravo! 

最后，我们以甜蜜的汤圆结束这一周，从传统的芝麻馅到流行的水果味汤圆，应有尽有。我们从中文组老师那里得知，吃汤圆的习俗起源于宋朝，寓意着新年的家庭幸福和团圆，所以它是农历正月十五的元宵节必不可少的食物。

To end the week with a sweet note, students enjoyed different types of tangyuan from the traditional sesamum to the more modern fruit-flavored ones. We learned from our Chinese teachers that the custom of eating Tangyuan originated from the Song dynasty. Tangyuan means family happiness and reunion in the new year, so it is a must-have food for the Lantern Festival on the 15th of the first lunar month.