Grade 6 (Mr. Ryan Stienberg)

The grade 6s began the week by exploring the conventions of the story we finished at the end of last week, and why those conventions are utilized within the genre. Thereafter, the class, collaboratively, read a story called 'The Magic Gourd'. The learners were then required to establish the genre of the text and the conventions of the genre. 

Grade 7 (Mr. Ryan Stienberg)

The grade 7s began the week by reviewing the conventions of myths, annotating a myth, and establishing the theme and moral of a myth. Thereafter, we began to explore legends. We started off by looking at the conventions of legends. Thereafter, the students were required to read a text, annotate it, and fully explore the conventions of the text. 

Grade 8 (Mr. Ryan Stienberg)

The grade 8s began the week by reviewing the figures of speech they learned about at the end of last week. Thereafter, we explored imagery, tone, and mood. The students, utilizing this knowledge, then annotated and fully explored these elements in a text; establishing how they are used and their impact on the audience. 

Grade 9 (Mr. Ryan Stienberg & Mr. Turvey)

This week, Grade 9 students continued their engaging journey through the Film Studies unit in Language & Literature. They deepened their understanding of essential film terminology, including concepts such as mise-en-scene, diegetic/non-diegetic elements, cinematography, and iconography. Grade 9 students will shift their focus to movie reviewing, honing their skills in critically evaluating films and articulating their opinions effectively. 

Grade 10 ( Mr. Miller & Mr. Turnbull)

Grade 10 English Language and Literature class actively expanded their understanding of linguistic and literary terms. The concepts of metonymy and synecdoche were introduced and thoroughly explored. To foster their writing skills, the class engaged in a productive writer's workshop, where they actively participated in peer evaluation. 

Grade 11 (Mr. Turnbull)

The Grade 11 English A: Language and Literature class commenced the week with a writer's workshop focused on developing students' academic writing skills. This session provided them with strategies for effectively organizing their writing. 

On Friday, the class conducted a Socratic seminar centered around the novel "The Road." Each student prepared two questions and selected a quote that intrigued or emotionally impacted them.

Grade 12 (Mr. Turnbull)

The Grade 12 English A: Language and Literature class commenced the week with a focus on developing Higher Level Essays for the Higher Level students. Students continued to engage in one-on-one meetings with the teacher to discuss their progress and evaluate the strength of their arguments. Furthermore, the class reviewed the requirements and expectations for the Individual Oral Assessment (I.A.) and began the process of developing their own presentations. Students were tasked with selecting a global issue, a relevant literary text, and a corresponding non-literary text.

Grade 6 German (Mr. Robert Jordan)

This week, we continued our unit on poster creation and discussed strategies for structuring texts (before, during, and after writing) as well as important aspects of PowerPoint presentations. The students actively participated in writing and speaking activities related to animals and life forms, including crafting a short story from the perspective of another person. 

Grade 7 German (Mr. Robert Jordan)

They explored various aspects, such as the origins and development of these periods, different literary epochs, their unique characteristics, and how they compare to the present day. They delved into the distinctiveness of ancient texts and how they differ from contemporary ones. 

Grade 8 German (Mr.Sebastian Adler)

In the fourth week of our Science Fiction unit, we delved deeper into the captivating world of futuristic possibilities and ethical quandaries. The week began with a thought-provoking discussion on ethical dilemmas commonly found in science fiction narratives. Students actively engaged in analyzing the moral complexities faced by characters in various texts, fostering critical thinking skills.

Grade 9 German (Mr. Robert Jordan)

In the fourth week of our unit, students focused on presentations and discussions related to technical tricks in VFX, such as CGI, among others. We explored the concepts of long shots with a particular emphasis on their use in "Tokyo Story," including their symbolism and emotional impact.

Grade 10 German (Mr. Sebastian Adler)

The fourth week of our Text Types unit proved to be both engaging and enlightening. We began by diving into the world of persuasive writing, dissecting texts from various genres, including advertisements, editorials, and speeches. Students showcased their growing analytical skills by identifying persuasive techniques and understanding their impact on the audience. 

Grade 12 German (Mr. Sebastian Adler)

We began with a discussion on existential choice, highlighting the core existentialist idea that individuals are responsible for their actions and decisions. Students then explored specific ethical dilemmas confronted by characters in "The Plague" through group analysis. These dilemmas included Dr. Rieux's medical responsibilities, Tarrou's fight against the plague, and Rambert's desire to escape.

Grade 10 Korean (Ms. Claire Kim)

In our MYP Year 5 Korean Language and Literature class, we have commenced our first unit, "Text Types and Essay Literature." Students have gained an understanding of the concept of essay literature and its classification as a form of literature. To delve deeper into the work of author Pi ChunDeuk, students began researching the author, aiming to comprehend his style and themes.

Grade 11 Korean (Ms. Claire Kim)

In our DP Year 1 Korean A: Language and Literature class, we have continued our learning journey focused on understanding global issues as part of our Individual Oral (IO) assessment. Students actively engaged in discussions regarding the Korean Sustainable Development Goals (KSDGs) and the United Nations' 17 Sustainable Development Goals (SDGs). To deepen their understanding, students analyzed a document and video clip provided by the Ministry of Environment.

Grade 12 Korean (Ms. Claire Kim)

In our DP Year 2 Korean Language and Literature class, we have embarked on the study of the classical literature piece "Heosang-jeon" by Bak Jiwon. This week, students underwent a test to assess their proficiency in close reading, a skill essential for in-depth analysis in the class. Our students demonstrated commendable efforts in their close reading endeavors. 

Grade 11 Spanish and Portuguese A

Students this week continued to discuss the areas of explorations. They wrote their own definitions for the areas of explorations in their learner portfolio and discussed how they are relevant to the study of literature. They focused first on the area of exploration of readers, writers and texts.

Grade 12 Spanish

The class reviewed and reflected upon their first year of study. They will begin focusing on developing their Individual Oral Assessment.

G1 Beginner EAL (Tom Wickham)

This week, we reviewed the previous letters covered: S, A, T, P, I, N, E, C, K and continued with H, R, M and D. We started reading “Get the Pets”.Drilled attention grabber clap routine to help with instruction comprehension. Noticed some students had difficulty with letter reversal so introduced some additional exercises to help. 

G1 Intermediate EAL(Hercus Theron)

We took a short break from all the phonics and CVC words and instead focused on learning a few sight words. During Reading Corner, we learned about pretending. We talked about the things we like to pretend to be. We also played some fun word games and learned to use kind words when asking someone a question. 

G2 Beginner EAL (Tom Wickham)

We continued our review of the previous week’s letters S, A, T, P, I, N, E, C, and K and the sight words: a, at, in, the, cannot, are, has, and. Introduced H, R, M and D. Slowly introducing noun recognition activities alongside reading. Using labels by the door to encourage use of phrases for hello and goodbye: e.g. ‘See you tomorrow’, ‘See you soon’.

G2 Intermediate EAL(Hercus Theron)

As part of our writing exercises, we looked at some useful sight words. We practiced our reading skills with a short story and then did a few comprehension activities to improve our listening skills. In Reading Corner, we read a story about pretending and played a guessing game using our imaginations. There was also time for some fun word games and a spelling competition.

G2 Intermediate EAL (Chris Marionni)

In Mr. Marionni’s G2 Intermediate EAL, students read the short story “Ian Goes to a New School”, discussed the story in detail, answered story questions (both verbally and in writing), and focused on story vocabulary using visuals. At the end of class on Friday, students played a vocabulary game where reading and listening skills were also a focus.

G3 Beginner EAL (Tom Wickham)

This week, we reviewed types of nouns and began regular letter sorting to assist with letter recognition and pronunciation. Started with plural noun ‘S or ES’ differentiation. Continued with “Salmon of Knowledge” story. Drew the story using sentences as a guide followed by rewriting the story in their own words using pictures as a guide.

G3 Intermediate EAL (Hercus Theron)

After we did our reading comprehension at the start of the week, it was time to do our first big writing assignment. Students quickly realized that Grade 3 writing was going to require much more work than in previous years. We also learned about plural nouns and talked about the proper way to construct a paragraph. 

G4 & G5 Beginner EAL (Tom Wickham)

This week, we reviewed types of noun, began with plural noun ‘s or es’ differentiation. Sorted words into ‘s’ or ‘es’ plural nouns. Made a booklet of the story “The Salmon of Knowledge” in class; to take home, read and explain the story to parents. Reading comprehension work on the story with true or false statements.

G4 & G5 Intermediate EAL(Hercus Theron)

This week, we completed our fairy tales. I am very happy with the hard work the students have put into their stories. We also practiced our reading comprehension skills. We learned some new words and practiced our spelling by playing word games and competing in a friendly spelling competition.

G4 & G5 Intermediate EAL(Chris Marionni)

In Mr. Marionni’s G4 & G5 Intermediate EAL, students read the short story “Anna’s Class Pet”, discussed the story in detail, answered story questions (both verbally and in writing), and focused on story vocabulary using visuals. At the end of class on Friday, students played a vocabulary game where reading and listening skills were also a focus.

G6 & G7 EAL (Richard McNamara)

EAL classes addressed individual comprehension and communication difficulties. Students learned how to respond to questions about power, authority, and empowerment using specialist vocabulary, completed connected homework, and took part in a class wide informational text quiz to improve their formal reading and writing skills.

G8 & G9 EAL (Anuschka Etsebeth)

This week in Grade 8 EAL, we worked on old and new vocabulary related to science and I&S. In science class, we conducted an experiment to engage students in the topic and create clear and vivid representations of new concepts.  We completed a class activity in which students used their writing and listening abilities to distinguish between observations and inferences.

G10 EAL (Ayana Najuma)

This week in Ms. Najuma's grade 10 EAL class, the students focused on reinforcing their understanding of both I & S and science subjects. For I & S, the students started by learning important vocabulary for an upcoming activity. They also read a condensed version of an article about King XVI’s Flight to Varennes. To summarize the article, they engaged in an activity called "Somebody-Wanted-But-So Then," which helps them identify the key elements of a historical event.