G6 (Mr. Du)

In our Language and Literature class, Grade 6 students analyzed the prose "The Cat" and focused on the subplot where the bird is eaten by other animals. To make it more engaging, the teacher turned it into a detective puzzle. Students became detectives and discussed the story's details, enhancing their communication, collaboration, and critical thinking skills. Part of the plot is transformed into a detective puzzle, allowing students to step into the role of detectives. They discussed the story's details, improving their communication, collaboration, and critical thinking skills.

G7 (Ms. Summer & Ms.Miko)

In Ms. Summer & Ms. Miko’s G7 Chinese language and literature class, this week we embarked on an exciting journey into the world of the master of short stories, O. Henry. Throughout the week, we engaged in various activities to deepen our understanding of O. Henry's writing. We read and analyzed selected short stories, participated in group discussions, and engaged in creative writing exercises inspired by his works. Through these activities, we honed our critical thinking skills, developed our ability to analyze literary techniques, and expanded our appreciation for the power of storytelling.

G7 (Ms. Lisa)

In Ms. Lisa’s G.7 Mandarin Language Acquisition class, this week students did a lot of writing practice to prepare for the coming Summative Assessment of our first unit. Students were asked to write on the given topic with the new words and phrases of Unit 1. First they wrote the essays on the computer, then  other students and the teacher corrected their draft together.  After correcting, students rewrite the essays on their exercise books. It is very efficient for students to do reviews in this way.

G8 (Ms. Lisa & Ms. Tina)

In Ms. Lisa & Ms. Tina G.8 Chinese language and literature class, we had a summative assessment of Criterion A this week. Students analyzed the given science fiction The Age of Pills in class with the guide questions. The critical thinking skills of students were examined through the assessment.

G9 (Ms. Echo)

In Ms. Echo’s class, grade 9 language acquisition phase 6 students have been learning the topic of Abilities and opportunities. After leading students in a brainstorming discussion and summarizing the key points of the first unit last week, the students actively engaged in independent review and earnestly prepared their respective PowerPoint presentations to be ready for  the first unit exam of oral presentations. They did a great job.

G9 (Ms. Tina)

In Ms. Tina’s G9 Chinese language and literature class,  students began their second unit “Oratory”. This week, they studied a speech and learned the basic knowledge of speech as a literary style. At the same time, they also conducted a series of exploratory activities. For example, collect and organize authors’ information and draw mind maps. I believe students have practiced their critical thinking skill and search skill in this unit.

G10 (Ms. Echo & Ms. Miko)

In Ms. Echo and Miko's grade 10 language literature has been learning the unit of the prose. Students explored the key concept of creativity and worked towards two different ATL which fall under self-management and thinking skills. Students have studied two pieces of prose from Feng Zikai so far. We emphasized the meaning behind words, the rhyme scheme, the figures of speech, the language style and intertextual analysis. Students discussed how Xia Mianzun and Li Shutong affected Feng Zikai in group work. They practiced communication skills, thinking skills and research skills during the study.

G10 (Ms. Michelle)

In Ms. Michelle’s G10 LA class, students learnt to talk about weather. We used the Wordwall to practice vocabularies and they typed Chinese in their own laptop to practice Pinyin. Because of Halloween, we also compared the culture of Chinese Zhongyuan Festival, the Spanish Dia de Muertos, and Halloween.

G11 & G12  Chinese A (Ms. Miko)

In Ms. Miko's G11 Chinese A class this week, students discussed the issue of discursive power in language and shared their insights. They engaged in analyzing the definition of discursive power, the inequality of discursive power, the influence of social background on discursive power, and methods to enhance discursive power. They accomplished this by reading relevant news reports on current topics.

Grade 1 (Katija Bogdanic)

This week in our art class, we completed the final touches on our Joan Miro inspired work. We then participated in a gallery walk where we respectfully and critically responded to each other's work. Additionally, we began our big self-portrait project by creating our first practice draft while dressed in our Halloween costumes.

Grade 2 (Katija Bogdanic)

We responded to the work of Paul Klee, a famous artist known for his use of geometric shapes and color theory. We focused on one painting in particular, Castle and Sun 1928, as inspiration for our new project. Students drafted their villages based on the shapes they identified in Klee’s work using rulers and stencils.

Grade 3 (Katija Bogdanic)

Students made progress on their David Hockney inspired landscapes for our HWEO unit. They are being mindful of vanishing point, perspective, and fauvist color palettes. Artists are working on mixing colors and adding patterns to their canvases. Each artist is creating unique landscape that reflects the style of David Hockney.

Grade 4 (Katija Bogdanic)

After carefully examining our abstract ink blot paintings, we used our creativity and imagination to identify images hidden within the ink blots. We brought these images to life using white charcoal pencils and gel pens, adding intricate details and vibrant colors to our unique creations. We also introduced our new long-term group project which deals with creating a stop-motion animation while using the surrealist elements we have been practicing in this term. 

Grade 5 (Katija Bogdanic)

This week we are finalizing the first drafts for our quilted landscape project as a part of our joined unit, WWAIPAT: Past Societies. Each student researched an ancient civilization and composed a landscape with three reference points to their era. We are thinking about foreground, middle ground, background, as well as color composition. Next week we will start creating our landscapes out of fabric using the embroidery techniques we learned in the last unit.

Grade 6 (Roxane Joubert)

Grade 6 students were engaged in several activities. The majority successfully completed their practical summative assessment for CRITERION C, showcasing their creativity and interpretation of Zentangle doodles. Additionally, some worked on refining their project journals, documenting their experience of UNIT 1. We also looked into the theoretical aspect of this unit, with all students finishing a written reflection as well as a component on the history of and theory behind Neo-Pop Realism. It was a productive and well-rounded week in our exploration of art and its diverse forms.

Grade 7 (Roxane Joubert)

Grade 7 Visual Arts students made great strides with their A3 acrylic painting this week, a summative assessment with a distinct focus on colour theory. In addition to this week’s practical task, they also submitted a written component for CRITERION D on "Optics in Art and Science," showcasing their grasp of the interdisciplinary nature of our IB curriculum. To gauge skills development, a reflection task was assigned at the end of the week to enhance and improve our students' creative experience of UNIT 1.

Grade 8 (Roxane Joubert)

Steady progress is being made by our Grade 8 students as they forge ahead with their maquette sculpture projects; a summative assessment based on "Art in the Environment: Public Sculpture." They are to be commended for showing true dedication and creativity in their work this week. Additionally, they successfully submitted their written components on the same topic, demonstrating a solid grasp of UNIT 1’s key concepts. To enhance their creative experience, a reflection task was assigned at the end of the week, encouraging them to consider their learning experience. 

Grade 9 (Lucian Stefanescu)

A relatively new medium similar with woodblock printing technique, linocut appeared in the contemporary art world as an established professional print medium at the beginning of twentieth century, promoted by artists like Pablo Picasso and Henri Matisse. Linocut is a type of relief printing technique in which an image is carved into a block of linoleum, then ink is rolled onto the uncut surface, paper is placed on top of the block and, finally, pressure is applied to produce the print. During this unit, students will be guided through historical, cultural and conceptual aspects of printmaking with a focus on linocut printing technique.

This week, Grade 9 students continued their research and study task, working on increasing their knowledge and understanding of linocut printing technique ad submitted their findings for review.

Grade 10 (Lucian Stefanescu)

Drypoint is an engraving method in which the design to be printed is scratched directly into a copperplate with a sharply pointed instrument. Lines in a drypoint print are characterized by a soft fuzziness caused by ink printed from a burr, a rough ridge of metal thrown up on each side of the furrow of the drypoint line. Drypoint is most often used together with other printmaking techniques like monoprint or monotype in which the image created can only made once. This allows for more unique creations, but with more flexibility, as a combination of monoprinting techniques including printing, drawing, and painting can be used. During this unit, class activities will give students an opportunity to practice art fundamentals while learning technical skills in printmaking.

This week, Grade 10 students continued their research task gathering information and comparing various printing techniques, and submitted their findings for review. They also proved to be very creative with their costumes during the school’s Halloween celebration.

Grade 12 (Lucian Stefanescu)

In New Brunswick Programme, our student continued her previous year’s work on her portfolio and her independent studies lens unit. During this week she continued practising with DSLR cameras and their manual aperture settings in order to create various depth of fields. She continued her practice with GIMP using various image enhancing techniques.

This week, our students achieved significant musical milestones by showcasing the skills they learned in our music class to prepare for the Halloween Concert. They demonstrated their self-management, vocal ability, movement skills and choreography. They also showed their ability to follow directions and grasp the importance of being present.

Pre-K (Darren Bayotlang)

PreK- The students confidently participated in a delightful parade, displaying their comfort in larger spaces.

K1 (Darren Bayotlang)

They demonstrated their ability to respond to numbers and music in the Movement Song "5 Perfect Pumpkin," showcasing their fine motor skill development and responsiveness to music.

K2 (Darren Bayotlang)

Through the song "This is the way we trick or treat," they showcased their progress in using different voices, particularly their "singing voices," matching the song beautifully while moving and singing.

K3 (Darren Bayotlang)

They exhibited their performing confidence and ability to portray characters, showcasing their understanding of the music's meaning and purpose.

Grade 1 (Snow Boudreau)

In Grade 1, students delved into "I'm the Happiest Christmas Tree," which not only introduced them to a seasonal classic but also honed their understanding of melody and rhythm. This song is an integral part of our early instruction, introducing young learners to the joy of music.

Grade 2 (Snow Boudreau)

Grade 2 students embarked on an exploration of "The Fa La La Song," which allowed them to practice both melody and rhythm. This song has been a valuable addition to our curriculum, nurturing the students' vocal skills while enhancing their sense of musical timing.

Grade 3 (Snow Boudreau)

Grade 3 students were actively engaged in a dynamic component of our program by practicing a dance song. This activity aimed to foster coordination and rhythm, fundamental skills that form the core of our music education.

Grade 4 (Snow Boudreau)

In Grade 4, students showcased their musical growth with "Let It Be Christmas." This song is an example of the more advanced pieces incorporated into our program, offering opportunities for students to deepen their appreciation for music and develop their vocal abilities.

Grade 5 (Snow Boudreau)

Grade 5 students diligently continued their preparation for the Winter Concert, a central aspect of our PYP program. They employed bucket drums to enhance their musical skills, providing a hands-on learning experience and preparing for their performance in the event.

Grade 6 (Jose Correia)

It's working the unit "An Introduction to Theatre," offers students an exciting exploration of the captivating world of theatre. Throughout the course, students will become familiar with essential theatre terminology, discover the diverse practices of theatre around the globe, and engage in a variety of stimulating activities such as script work and devising.

Grade 8 (Jose Correia)

The grade 8 worked on body percussion with harmony, in which they had to compose a harmonic sequence with melody, snapping fingers, clapping, chest, legs and vocal sounds, now starting to prepare the performance for the winter concert.

Grade 9 (Jose Correia)

In this unit students will explore the performance and analysis of a piece of music in which they have to choose a piece and analyze it in detail using four of the musical elements, now they started preparing the performance for the concert.

Grade 10 (Jose Correia)

They are working in the IB Areas of Inquiry (World Music for sociocultural and political expression, listening and performance, dramatic impact, movement and entertainment, technology in the electronic and digital age, At the moment they are working on musical pieces with drama for the performance.

Grade 7 (Jonny Turvey)

In Grade 7 Drama this week, students took a break from their Theatre History unit to devise funny and spooky Halloween short scenes. They brainstormed ideas, collaborated in small groups, and incorporated comedic and spooky elements into their scenes. Through character creation, plot development, and the use of stagecraft, they refined their performances. The students showcased their scenes to the class, receiving feedback and reflecting on their process. This Halloween-themed week allowed them to explore creativity, collaborate effectively, and improve their acting skills, providing a refreshing and enjoyable experience in the Drama classroom.

Grade 10 (Jonny Turvey)

Grade 10 Drama students have been diligently preparing for the Winter Concert performance, where they will showcase a play, a song, and a dance alongside musicians. They have been rehearsing extensively to perfect their routines and collaborating closely with the musicians to ensure a harmonious performance. The students are eagerly looking forward to the Winter Concert, where they will have the opportunity to inspire and captivate the audience with their artistic talents.