This week the Grade 6 students finished their unit on ancient cultures. They began the week acting as teachers by presenting facts about the ancient Maya and Inca that they had learned through the course reading. Each group also prepared an activity for the class to do, ranging from digital quizzes to a reenactment of an ancient Maya game. They reviewed skills and content they needed to complete their final summative assessment and took the assessment at the end of the week.

This week in grade 7 Individuals and Societies class students continued working on their unit 2 summative research project. They were tasked with selecting a country and its system of government from a list of options. They learned how to formulate a research question and reviewed the how and why of analyze sources. The students finished the week learning why we create essay outlines before beginning to work on their own. students practiced their communication and critical thinking skills.

This week in grade 8 Individuals and Societies class students reviewed the concepts of renewable and non-renewable resources. The students started the week working in teams to create a poster that demonstrated their knowledge of the 2 concepts, incorporating examples, how we use the resources, and the impact their use has on the environment. The students finished the week learning about flow resources, a major form of renewable energy. The students worked on their social collaboration, communication, and research skills.

This week in grade 9 Individuals and Societies class students have written their first MYP Exams. The week before the students reviewed and studied for their midterm exams on Ancient Civilizations and The Medieval World.

In G6 MYP Design this week, we energetically began exploring Unit 2 – our Safety Unit. Our central objective is to introduce students to the Design workshop and cultivate a robust understanding of safety protocols. From identifying workshop tools to practicing safe usage, our students are actively participating in hands-on learning experiences. Engaging activities and discussions aim to establish a secure and invigorating environment for our G6 students to unleash their creativity. A notable moment this week involved students using paper clips to craft creative shapes within the parameters of the Design cycle. As we advance through this unit, we encourage open communication and a proactive safety mindset in our Design workshop.

This week, the seventh-grade students had a productive week concluding their Criteria A with their design briefs, establishing the groundwork for idea development in the upcoming criteria. Students are stepping up to greater expectations as we enter the second half of the year. Classroom activities encompass student discussions, group reflections, and digital work. Transitioning into Criteria B, students are enthusiastic about initiating the development of their cultural dish ideas and transforming these concepts into tangible products. Grade 7’s had the opportunity to add the finishing touches to their boat units, some impressive designs were created.

Throughout this week, Grade 8 students have truly stood out with their remarkably detailed design sketches. Their dedication to refining the finer points and creating intricate representations of their final product design ideas has been impressive. As their product concepts materialize, students are gaining a deeper understanding of the necessary specifications, marking a pivotal moment in their transition to developing a logical plan. This engaging process not only nurtures their design skills but also cultivates reflective thinking and self-management abilities, contributing to their holistic growth in the design class.

Grade 11：There were no classes this week as DP1 students wrote exams. Students were responsible for material that they studied from August 2023 to date. The exam included selected course work from Topic 2 – Computer organization, Topic 4 – Computational thinking, and Topic D – Object-oriented programming.

Grade 12：There were no classes this week as DP2 students wrote exams. Students were responsible for all material that they studied over the last 16 months. This exam was meant to be a final mock exam of what they will face in April during the IB exams.

Grade 1

Ms. Victoria Quercia and Ms. Katherine Turner

This week in grade 1 we worked on our Data Handling Summative in Maths. The students had to design their own questions to collect data for a graph of their choice: either a bar graph or pictograph. The students had to design questions relevant to our Inquiry unit WWAIPAT where we will be designing our own celebration. All of grade 1 joined together to complete this activity!

Grade 2

Ms. Camila Kemeny Larrondo and Mr. Steven Davies

We have been diving into the fascinating world of patterns in maths this week! Students have been exploring various kinds of patterns, repeating patterns and growing patterns.

Furthermore, we have investigated patterns in culture. Students had the opportunity to learn about the renowned artist Andy Warhol, who employed repeated images and vibrant colours in his artwork. Additionally, they discovered the captivating Kente cloth from Africa, which boasts intricate patterns.

We are proud of their progress and encourage them to continue exploring patterns in the world around them!

Grade 3

Mr. Jeremy Boudreau and Ms.Kelly House

This week in Inquiry, grade 3 students delved into a hands-on exploration of global cultures by crafting clay sculptures to represent the information they acquired about a specific country. In their sculptures they had to depict a landmark, the vegetation, animals, climate, and aspects of the physical landscape of that country. Using the clay, the students skillfully transformed their understanding of the chosen country into three-dimensional sculptures. The students not only showcased their artistic abilities but also consolidated their research.

Grade 4

Adam Fell and Carla Du Toit

One of the key highlights this week was witnessing our students actively participating in discussions and hands-on activities related to perimeter and area. Their ability to recall and apply the concept in various contexts was evident during the class exercise and group discussions. The integration of mapping skills added an exciting dimension to the learning process. The students eagerly embraced the opportunity to apply their knowledge of perimeter in a real-world context by mapping their classroom. This task reinforced mathematical concepts and allowed them to see their relevance in everyday life. The students demonstrated effective communication by explaining their reasoning, asking thoughtful questions, and offering constructive feedback to their peers.

Grade 5

Ms. Patricia Larrondo and Mr. Matthew Facey

Welcome back grade 5! We hope you had a relaxing Winter Holiday break, and are ready for semester 2.

In Inquiry the last two weeks grade 5 have been finishing up their final projects in Unit 3, “Who We Are” - Human Body Systems. Students collaborate every day in small groups, researching the form, function, and health-related topics related to the six human body systems studied in depth during unit 3. Students are reviewing the details of the elements of a unit of Inquiry. Students will also begin reviewing in depth the United Nations Sustainable Development Goals (UNSDGs), so they can select one or two UNSDG(s) that align with their PYPX Topic. Good luck grade 5! This is what you’ve been waiting for, we hope you choose the best topics you feel most passionate about, and through your actions and research, help support real change in your community and even the whole world!

In Math this semester so far, students have been completing projects related to geometry, shapes, properties of shapes both 2-dimentional and 3-dimentional. Students have also been learning about transformational geometry (slides, rotations, dilations, etc.).

In language arts this semester so far, grade 5 students are learning a new writing form, the Explanatory/Expository text type. They are choosing topics they know about and writing formal essays that “explain” how to do something, how to perform or do something, and even how to make something including details of materials, and procedures in paragraph format.