2023-10-27发布于安徽
Language B Highlights
CISH
Grade 6 (Ms Joubert and Mr. Dooley)
This week Ms Joubert’s Grade 6 students made excellent progress on their Unit 1 summative assessment. Students were actively engaged in the creative process of producing 2-5 minute vlogs on self-selected topics. This activity challenged their collaboration, teamwork and communication skills as they worked in pairs. t's been a rewarding week as students apply their language and media skills to express their ideas effectively.
Meanwhile Mr. Dooley’s Grade 6 were also very busy. Students started their week focusing on how to create a script. They discussed the benefits of creating a scripted Vlog instead of recording without a plan. The students looked at an example script for a Vlog and the steps usually followed in the creation of vlogs. Students started creating their own scripts for vlogs on topics that are of personal interest to them.
Grade 7 (Mr. Hood and Mr. Dooley)
Mr. Hood’s Grade 7s spent the week completing their first summative assessments for this year. Their summative assessment required the students to pick a popular fitness trend currently seen on many different vlogging platforms. Grade 7s were asked to select one other vlog from another grade 7 and review it by looking at presentation styles, vlog conventions and also how interesting and creative their vlogs were.
Meanwhile, Mr. Dooley’s Grade 7 class focused on creating the writing div of their fitness journals. Students looked at how to organize and present their work more effectively. The students started editing their writing to incorporate more details and consider areas to improve the audiences experience. Next the students started the process of recording their work and editing the videos keeping in mind common conventions used in similar content and how to incorporate multimedia within their work.
Grade 8 (Mr. Hood and Ms. Bartoszak)
Mr.Hood’s Grade 8s spent the majority of their week reading and finishing the House on Mango Street novel. Between reading the novel, the Grade 8s were completing different types of activities based on each chapter of the novel as well as creating chapter summaries to display their understanding of the plot and different literary conventions used within the novel. The Grade 8s completed novel related activities such as comprehensions, interviews and a listening comprehension.
Ms Bartoszak’s Grade 8 students commenced the week with the focus on improving their formal invitations to a Burns Supper. Students were provided feedback on how their work could be improved and students willingly set about adhering to their specific advice. This was followed by a practice reading task as this week students completed a summative listening and reading assessment. Students ended the week by developing their grammar and sentences with the focus on the present tense.
Grade 9 (Mr. Hood and Mr. Dooley)
Mr. Hood’s Grade 9s completed their first summative task for this year. The summative task was an activity based on a culmination of the customs and culture related knowledge gained throughout their first unit. They needed to compile their findings in an academic essay and then also create a presentation which they presented to the class on Friday.
Mr. Dooley’s Grade 9 class were also very busy. Students started their week looking at the how to construct balanced arguments in their writing and the importance of both understanding and incorporating multiple perspectives within their work. Students started constructing their own articles expressing the educational trends they found focusing on providing concrete evidence of the changes as well as their effects.
Grade 10 (Ms Najuma and Mr. Dooley)
In Ms. Najuma's Grade 10 English class this week, students further explored cover letters to understand their structure and the required information for each div. They also expanded their knowledge of stunt performing through guided research, note-taking, and watching an interview with renowned stuntman Bob Yerkes, followed by answering related questions.
Mr. Dooley’s Grade 10 class also were very productive. The students finished their group presentations focusing on the role of a stunt person and the job application process. Students looked at how to write formal letters of applications, going over the structure and information required in each div. Then the students took on the role of a HR representative and envisioned how they would quickly screen candidates during an application process and what could be done to stand out.
Grade 11 (Ms. Bartoszak)
Ms Bartoszak’s DP1 students commenced the week by exploring blogs. Students in pairs analysed various features of varied blogs based on one theme. Next students commented specific features in the blogs that engaged their interest. This was followed by a discussion on conceptual understanding in particular register. Students were then tasked to draft their own blog. Students then continued developing their knowledge of travel experience as they explored a humorous text focusing on clichés and the over use of common clichés. Students ended the week by exploring Chapter 5 of their literary text: Of Mice and Men.
Slide pictures to see more
Grade 12 (Mr. Kiefer and Ms. Bartoszak)
Both Mr. Kiefer’s and Ms Bartoszak’s DP2 English B HL students reviewed The Lord of the Flies this week by splitting into groups and preparing short speeches on three chapters. Students then switched groups and presented their speech to their classmates. This helped to prepare them for their IA oral assessment. The students also practiced reading skills and developed Anglophone cultural understand through a reading about Rosa Parks. Finally, students in both HL class joined together to revise when and how to write editorials. Students worked in groups to analyze a variety of editorials and present the features of the text type.
PYP Highlights
Early Years
Class Photos
Pre K
Ms. Polly Coronel and Ms. Kirsten Hernandez
This week, we continued learning about emotions, with a focus on being scared. With the colourful beads and fuzzy wire in hand, our students set out to craft their very own "scared face hair." We also had a spook-tacular time getting into the Halloween spirit by making adorable ghost decorations. Each little one had fun tracing their tiny hands on white paper, which we later cut out to resemble ghostly shapes. We proudly hung our friendly ghosts on our classroom door. The door looked hauntingly fantastic, and we made sure to capture the moment with photos of our Halloween door. We're ready for a boo-tiful Halloween season!
K1
Ms. Erin Wang and Ms. Sati Tadevosyan
In our inquiry, we used pictures as prompts to reflect on what we could do at different ages. In Math, our focus was on the number four and the shape of a rectangle. We had great fun collecting leaves and tracing numbers 1-4, as well as shapes and the letters we have learned so far. The highlight of the week was our literacy day event.
K2
Ms. Mika, Ms. Sue, Ms. Red
This week K2 was very busy learning through literacy week! On Wednesday we learned all about different letter sounds and even watched an amazing play with our teachers! In addition to this, students learned about the letter N, did a scavenger hunt, practised writing and sang songs too. It’s been such a busy week for us but we have learned so much!
K3
Ms. Emily Coffey and Mr. Dean Fletes
The K3s have started their first stand-alone Maths unit of the year, Shape and Space! This week, we looked at several 2D shapes and their form, by playing individual and group games that tested our focus and teamworking skills! The kids had fun trying to create 2D shapes together using their bodies, magnetic tiles, popsicle sticks, and solving mystery pictures by colouring-coding shapes within them! This unit also ties in perfectly with our second unit of Inquiry, which is all about Signs.
PYP
Class Photos
Grade 1
Ms. Victoria Quercia and Ms. Katherine Turner
This week, Grade 1 has been hard at work completing their first book report! The G1 classes spent the last 2 weeks writing their first draft by answering 11 questions all about their individually assigned levelled readers. The questions focused on the 5 W’s + H, as well as expressing our own opinions about the book, and if we would recommend it to a friend.
Both classes did a great job transferring their drafted work into a final copy!
Grade 2
Ms. Camila Kemeny Larrondo and Mr. Steven Davies
Grade 2 students embarked on a thrilling educational journey to the local zoo to explore the theme of growth and change. The excursion offered students the opportunity to observe a diverse range of animals, each of which exhibited distinct stages of growth and transformative changes. Under the guidance of knowledgeable zoo educators, the students actively participated in discussions, asked insightful questions, and made astute observations about the growth and changes they observed in the animal kingdom. Through this immersive outing, the grade 2 students not only deepened their understanding of growth and change but also cultivated a sense of wonder and appreciation for the natural world.
Grade 3
Mr. Jeremy Boudreau and Ms.Kelly House
This week in Language Arts we have been investigating figurative language. We started with an adjective review where students worked in teams to think of an adjective for each letter of the alphabet. They then used these to describe people. The students made ‘simile sandwiches’ where they created their own simile to describe each ingredient in their sandwich. We also read the poem ‘I can’ by Mari Evans. Students were given their first opportunity to read the poem aloud in front of the class as we developed our presentation skills. We finished the week with students writing their own ‘I can’ poems.
Grade 4
Mr. Adam Fell and Ms. Carla Du Toit
This week in maths we introduced a new unit about fractions. One recent topic that was tackled with enthusiasm was finding the least common multiple (LCM) and greatest common factor (GCF) of fractions. Through group discussions and interactive exercises, students worked together to analyse the denominators and numerators of different fractions, identifying the common factors and multiples. With their combined efforts, they successfully calculated the LCM and GCF, showcasing their ability to apply mathematical concepts in real-life scenarios. These collaborative experiences not only enhanced their understanding of fractions but also fostered a supportive and cooperative learning environment.
Grade 5
Ms. Patricia Larrondo and Mr. Matthew Facey
As part of the end of unit activities for the unit of Inquiry about Conflict resolution, both Grade 5 classes held a zoom conference with expert Human rights lawyer, Amelia Forosh, currently based in The Netherlands. The students took this conference seriously. They prepared by researching about the topic and preparing relevant questions for the expert.
It was a great success and the students were fully engaged throughout the activity.
DP Highlights
Theory of Knowledge
This week in Grade 11 TOK, students had thought-provoking discussions on the ethics of art. They explored the notion of ethical boundaries within artistic expression and critically examined examples of artists whose actions were deemed unethical. They analyzed how an artist's personal character can impact their artwork, reflecting on the interplay between the artist's values, beliefs, and the resulting artistic creations. The students also began to structure a debate, focusing on the intricate relationship between individual artistic creativity and external factors. This debate will provide them with an opportunity to explore the diverse perspectives surrounding the influence of personal creativity and external influences on the artistic process. Overall, it was a stimulating and enriching week, fostering critical thinking, ethical contemplation, and the development of well-rounded viewpoints.
This week in Grade 12 TOK, students analyzed the six essay questions for the upcoming external assessment. They began making choices on which question to pursue, considering the scope, depth, and their own interests. Discussions and deliberations helped them evaluate their strengths and feasibility for in-depth research. The students are advised to seek guidance and review exemplar essays to align their chosen question with relevant areas of knowledge and ways of knowing. It was a crucial week as students took significant steps in shaping their external assessment journey, showcasing their critical thinking skills.
Extended Essay (EE)
Our DP1 students spent the lesson looking at the subject specific guidance provided to us by the IB. The student had access to examiner comments for each subject that gives insight into issues that previous DP students globally faced. Each student looked through the feedback and took this information to continue to develop their mind maps for their topics of interest. We will be continuing to develop these mind maps over the next few weeks before we get to the point of choosing their topics of interest for their EE.
Our DP2 students are in different stages of the EE and are working on either updating their drafts based on their supervisors’ comments or reflecting on their past submissions in anticipation of their supervisor comments. In the next two weeks students will start to connect again with their EE supervisors to go over the feedback and meet about their second official reflection.
Creativity, Activity, Service
Over the past few weeks, our DP1 CAS students have been diligently transferring their action plan details into their CAS portfolios on ManageBac. This week, our focus shifted to their group project discussions. While they are still refining their project ideas, the students engaged in productive conversations, outlining different departments and roles needed for their event. Looking ahead, the students are gearing up for their first formal CAS interviews, a crucial requirement for the course. These interviews serve to assess their initial grasp of CAS, monitor their progress, and identify any challenges they might be facing. It's a valuable opportunity for reflection and growth.
In the DP2 class, students continue their active engagement in their current experiences, ensuring they fulfill all necessary requirements. Their commitment to their tasks remains steadfast, reflecting their dedication to the DP program.
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