Pre-K (Evan Kirby)

This week the students are looking at some of the works of Keith Haring. Each student is getting to help create their own figures for a collaborative class mural. The students get to choose their colors and paint their character for the final work. Everyone had so much fun! Great work everyone!

K1 (Evan Kirby)

This week the students are beginning their art history unit! They are learning about the beautiful abstract paintings of Lee Krasner and creating their own works inspired by her techniques and use of color. Krasner was a pioneer of the abstract art movement. The students are learning about how to print with paint, one of the many techniques used by this famous artist. They are taking turns learning to print with paint and excelling with this skill! They are also practicing their shape making and coil rolling skills with playdough. Wonderful job team!

K2 (Evan Kirby)

This week the students are beginning their new unit on art history! They will be learning about Georgia O’Keeffe, a famous artist known for her paintings of flowers and landscapes. The students will get to practice drawing like Georgia did and collaborate on a class painting inspired by her work. Great work team!

K3 (Evan Kirby)

This week the students are beginning their unit of inquiry on art history! The students will be learning about famous artists from the past, and creating art inspired by the works they have seen. We are currently looking into the works of Piet Mondrian, a Dutch abstractionist who used primary colors, and simple lines to create calming works of art. The students are making their own geometric compositions using Mondrian’s signature style. Great work team!

Grade 1 (Katija Bogdanic)

This week we started our printmaking unit by learning about artist Mary Blair and responding to images of her geometric castles. We used cardboard and paint to make our own castle prints. Students used one side of the cardboard square to make a variety of geometric shapes to create their towers.

Grade 2 (Katija Bogdanic)

In art class we learned about zentangles and focused on lines and patterns to create intricate patterns in our sketchbooks. We will use our zentangle practice patterns for our project next week. Students were asked to focus on mindful drawing by taking their time and adding details.

Grade 3 (Katija Bogdanic)

Continuing our Lost Thing sculpture project, this week we learned about artist Parviz Tanavoli and responded to his work. We also learned about the paper mâché folk art of Alebrijes in Mexico. Students finalized their drafts and identified the geometric shapes in their drawings.

Grade 4 (Katija Bogdanic)

We are in our final phase of the stop motion projects this week. Students are adding audio and sound effects to their movies. As we add we finalize our projects, we are being mindful of team collaboration and task management.

Grade 5 (Katija Bogdanic)

This week we began our Pop Art unit by learning about different artists and within the art movement. Students were asked to do additional research into Eduardo Paolozzi, Andy Warhol, and Roy Litchtenstein. After choosing either collage, advertising, or comic books, students will create an homage to the Pop Art artist of their choice.

Grade 6 (Roxane Joubert)

This week our students continued their study of 'Communities and Visual Expression'. We explored Polish 'Wycinanki' paper-cut art, bolstering our understanding of bilateral and rotational symmetry. For the latter part of the week, we created basic foam stamps inspired by Indian block printing techniques, learned about the historical significance of the printing process and how it influenced the rapid spread and reproduction of art and information.

Grade 7 (Roxane Joubert)

Diving headlong into UNIT 3's take on Pop Art, Grade 7 completed their Criterion A research component on this movement's vibrant aesthetics, relatable everyday objects, social commentary, nostalgia, iconic figures, accessibility, and thought-provoking engagement. With the artist spotlight on Roy Lichtenstein and Andy Warhol, students studied their styles and examined the printing process, exploring the fascinating visual effects created by Ben Day dots and halftone gradients.

Grade 8 (Roxane Joubert)

Grade 8 began their investigation of shadow puppetry with a research task B, learning about its tangible influence on the world of animation, story-telling and entertainment. We discussed construction Lotte Reiniger, shadow puppetry techniques and types, troubleshooting strategies, time-management, and how to develop engaging and sensible scripts for our shadow puppet production. Students are inspired and ready to forge ahead with this challenging teamwork project.

Grade 9 (Lucian Stefanescu)

During this week Grade 9 students researched the historical, social and cultural context in which Impressionism emerged. They had to consider the causes of the shift in popularity from Academism to Impressionism, and how this change in values lead to the apparition of modern art, with a focus on the difference between the painting techniques employed by both art movements.

They also considered how the invention of photography at the beginning of 19th century influenced the evolution of art in the subsequent decades. As case studies they had to choose a famous artwork in 1800 and another famous artwork in 1899 and compare them presenting their findings. In a second case study Grade 9 students had to research and find the reasons that lead to the adoption of Impressionism in all corners of the world. They had to choose a representative Impressionist artist - and at least one of his/her artwork(s) - from each world continent and analyse their similarities and differences.

Grade 10 (Lucian Stefanescu)

Founder of the Metaphysical Art movement, Giorgio de Chirico was one of the most influential artists of all times. Never achieving the fame of a Leonardo da Vinci, Pablo Picasso or Salvador Dali. he nevertheless had an immense influence on the later and the art movement he brought to fame, Surrealism. Although distinctive in style, both movements share a dreamlike and often vaguely threatening, mysterious quality of a “painting that which cannot be seen” as coined by Roderick Conway Morris. During this unit Grade 10 students will solicit and expand their ability to represent their dreams through visual analogies and metaphors.

During this week our students have researched and studied Metaphysical art and Surrealist art movements understanding the context that gave birth to both, while observing the similarities and differences between these two art movements. They also had to finalize two case studies: Giorgio de Chirico and Metaphysical Art, formally analysing the artist’s painting “The Nostalgia of the Infinite” and Salvador Dali, Rene Magritte and Surrealist Art: Surrealist Impossibilities, formally analysing Dali’s painting “The Persistence of Memory” in contrast with Magritte’s “The Blank Signature”.

DP (Lucian Stefanescu)

In New Brunswick Programme, our student started preparing her pieces for her final exhibition scheduled in April.

Drama Class

Grade 6 - Dr. Holger Meinberg

This week in Grade 6 science students engaged in several key learning activities. Firstly, they received feedback on their graded summative assignment, along with a review highlighting common errors and challenges. Worked solutions were provided for most parts of the assignment, except for graphing, as some students are still grappling with this aspect. Emphasis was placed on the significance of this assignment, as it lays the groundwork for similar tasks in the future, where students will be designing experiments, conducting them, and analyzing the results.
Moving on to new content, students commenced their exploration of the unit “flight”. They began by brainstorming a variety of objects and beings capable of flight. Following this, they delved into the study of the four fundamental forces of flight: thrust, drag, lift, and weight. They investigated how these forces interact during different maneuvers of an aircraft.

While in the classroom, students observed basic experiments on the freefall of objects with varying shapes. This aimed to deepen their understanding of the impact of drag (or air resistance) and strategies to mitigate it. Additionally, during the online lesson, students analyzed data from a super slow-motion video depicting freefall. Through calculations of average speeds at different time intervals, they gained insight into the nature of freefall as an accelerated motion.

Grade 7 - Ms. Heather Exum

In Ms. Exum's 7th-grade classroom, a group of enthusiastic students delved into the intricate workings of ecosystems with fervor and determination. Guided by Ms. Exum's engaging teaching style, the students meticulously crafted graphic organizers that illustrated the complex dynamics of energy flow within ecological systems. With a blend of curiosity and analytical thinking, they explored the nuances of natural and artificial selection, drawing connections between evolutionary processes and the survival of species. Amidst their scientific inquiries, the students eagerly participated in discussions surrounding March Mammal Madness, applying their newfound understanding to the fascinating world of mammalian biology and behavior. Ms. Exum's dedication to fostering both academic excellence and a passion for scientific inquiry shone through as her 7th-grade students eagerly absorbed each lesson, eager to uncover the mysteries of the natural world.

Grade 8-1   Dr. Holger Meinberg

This week, Grade 8-1 students focused on consolidating their understanding of the current unit optics in preparation for an upcoming summative test. They diligently worked through a review packet, tackling questions related to the properties of light and the various components of the electromagnetic spectrum. Specifically, they explored practical applications and conducted comparisons based on energy and wavelength.

Furthermore, students engaged in ray diagram exercises, mastering the visualization of images formed by different mirrors and lenses. They skillfully addressed questions pertaining to LOST (location, orientation, size, and type) to demonstrate their comprehension of optical phenomena.
In addition to these topics, students honed their skills in applying Snell’s law to understand the principles of refraction. They also revisited the characteristics of transverse waves and delved into the intricacies of how humans perceive color, including the phenomenon of white light dispersion through a prism.
Throughout these activities, students actively participated and shared insights with their peers regarding effective learning strategies. Although the planned test was postponed to the following week, students were introduced to the next unit health, building a balanced body. They utilized a video resource on cells to engage with concepts and answer questions provided in their handouts.

Grade 8-2   Ms. Heather Exum

In Ms. Exum's 8th-grade classroom, anticipation and determination filled the air as her students diligently reviewed and practiced concepts in preparation for the upcoming optics test at the end of the week. With unwavering focus and dedication, they immersed themselves in a variety of review materials, from comprehensive study guides to interactive quizzes. Ms. Exum's supportive guidance and engaging teaching strategies empowered her students to tackle challenging topics with confidence, fostering a collaborative environment where questions were welcomed and concepts were clarified. As the week progressed, the students' determination only grew stronger, fueled by their desire to demonstrate their understanding of light, lenses, and the fascinating principles of optics. Ms. Exum's commitment to their academic success was evident as she provided personalized assistance and encouragement, ensuring that each student felt prepared and equipped to excel on the impending test.

Grade 9 - Ms. Heather Exum

In Ms. Exum's 9th-grade biology class, a buzz of excitement filled the room as her students delved into a comprehensive review of photosynthesis and its influencing factors. Armed with colorful doodle notes, the students eagerly engaged in visualizing and summarizing the intricate processes involved in this fundamental biological phenomenon. Ms. Exum's innovative teaching approach encouraged creativity and critical thinking, empowering her students to grasp complex concepts with ease. Additionally, the class eagerly explored online simulations and modeling exercises related to photosynthesis, preparing them for an upcoming lab session. As they navigated virtual experiments and analyzed data, the students gained valuable insights into the practical application of theoretical knowledge. Ms. Exum's dedication to providing hands-on learning experiences ensured that her 9th-grade students were well-equipped and excited to delve deeper into the fascinating world of photosynthesis during their upcoming lab activities.

Grade 10 - Mr. Nick Smith

The grade 10 Science classes have been a bit chaotic this week. Some students have been doing catch up work as they missed the learning for Monohybrid Inheritance. Some students have been researching the links between genetics, variation and we also had online training due to anticipated snow storms. Despite that the students have been learning and practicing how to calculate Phenotypes in Dihybrid Inheritance. Difficult times but they have made good progress.

Biology Class - Grade 11 - Ms. Marina Baltikian

Throughout this week's DP1 Biology class, students delved into the captivating world of genetic mutation and gene editing, focusing on D1.3 of the curriculum. Our exploration was multifaceted, encompassing a wide array of topics ranging from the intricacies of genetic mutations to the revolutionary advancements in gene editing technology.

With an interactive and comprehensive approach, students delved into the diverse landscape of mutations, exploring various types such as point mutations and frameshift mutations. Through engaging discussions and practical exercises, they gained insight into the causes of mutations and the profound implications they have on genetic diversity and disease.

Moreover, students were introduced to the groundbreaking CRISPR technology, delving into its mechanics and potential applications in genetic engineering and biomedical research. By unraveling the intricacies of CRISPR-Cas9 and its transformative impact on gene editing, students broadened their horizons and gained a deeper appreciation for the cutting-edge advancements shaping the field of biology.

Biology Class - Grade 12 - Ms. Marina Baltikian

Throughout this week's DP Biology class, students actively delved into the intricate realm of genetics, tackling a variety of challenging problems. With a keen focus on understanding the complexities of inheritance patterns, we embarked on an in-depth exploration of incomplete dominance, codominance, sex-linked inheritance, and pedigree analysis. Through engaging discussions and hands-on activities, students honed their analytical skills and deepened their understanding of these fundamental genetic concepts.

Furthermore, as part of our comprehensive curriculum, we dedicated significant time to completing our study of Topic 11.1: Antibody production and vaccination. This vital area of study not only sheds light on the fascinating mechanisms underlying the immune response but also underscores the critical importance of vaccination in safeguarding public health. By delving into the intricate processes involved in antibody production and exploring the role of vaccines in disease prevention, students gained valuable insights into the intricate workings of the human immune system.

Chemistry Class - Grade 11 - Mr. Nick Smith

Students were welcomed back to school after Chinese New Year. There is no time for rest however and theoretical studies resumed with a look at Intermolecular forces. Interesting fact all (non changed) elements, atoms and compounds have a slight attraction to each other. Students were asked to complete a laboratory report over the holiday. This is practice for their more comprehensive Investigation that will be done in Year 12.

Chemistry Class - Grade 12 - Mr. Nick Smith

Chemistry students were welcomed back to school with a practice Paper 3 Exam. This Exam tests student knowledge of the Options material and Laboratory Practicals. As this was a practice the students were able to refer to text books and their personal notes. Students were also give a markscheme to self assess their progress. The final topic, Spectroscope identification of Organic Compounds was started. Sl and NB Students will complete this quickly. The HL students have much higher requirements and will continue learning into March.

ESS Class - Grade 11 - Mr. Samuel Ward

Mr. Ward's Grade 11 class covered two subtopics this week. In subtopic 2.2, students reviewed systems concepts including inputs, outputs, components, boundaries, energy flows and matter cycles. This reinforced their understanding of how environmental systems function and interact. In the new material of subtopic 2.3, students learned about ecological succession and how ecosystems develop over time. Key concepts included pioneer species, climax communities, and the factors that drive ecological change. Students gained insight into the dynamic nature of ecosystems. Overall, it was a productive week covering foundational systems concepts and ecological succession. The learning aligned well with the ES&S syllabus big questions about applying systems concepts and understanding causes of environmental change.

ESS Class - Grade 12 - Mr. Samuel Ward

This week, Mr. Ward's Grade 12 class focused on subtopic 8.1, which covers human population dynamics. Students examined population growth models, carrying capacity, and factors that influence birth and death rates. Key concepts included exponential vs. logistic growth, demographic transition, and population policies. This content aligns with the ES&S syllabus goals of analyzing population trends and evaluating sustainable development policies. Additionally, students finalized their internal assessments (IAs) this week. Drawing on skills built throughout the course, they conducted independent research into an ESS topic of their choice and submitted a report on their findings. Completing the IA allows students to synthesize their learning and prepare for the final ESS exam in the coming weeks. Overall, it was a busy week covering new curriculum content and wrapping up a major assessment.

Physics Class - Grade 11 - Mr. Geofrey Kivisha

In Grade 11 IB Diploma Programme (IBDP) Physics, students engaged in a comprehensive exploration of simple harmonic motion through hands-on labs. The focus of the lessons centered on honing skills in data collection. This practical approach provided a dynamic learning experience, allowing students to grasp theoretical concepts while actively participating in experiments. The culmination of these activities involved delving into the art of crafting scientific investigation reports. Emphasis was placed on the introduction div, guiding students on how to effectively engage readers and infuse personal elements. The session seamlessly merged fun and learning, ensuring students not only acquired a profound understanding of physics principles but also developed essential scientific writing skills for future academic endeavors.

Physics Class - Grade 12 - Mr. Geofrey Kivisha

Students studied the exciting topic of modern physics in Grade 12 IB Diploma Programme (IBDP) Physics. This new topic started out as an examination of the debates that have existed historically about the atom, including opinions from prominent physicists, chemists, and ancient Greek philosophers. The lessons opened our eyes to the hidden world of particles by examining the finer points of atomic structure. Additionally, students worked to understand the complex relationship between light and electrons by exploring the idea of the photoelectric effect. Their understanding was further expanded when they moved on an electron's De Broglie wavelength, adding a quantum component to their investigation. In addition to expanding their knowledge, the course fostered a deep understanding of the historical development of scientific ideas.

SEHS Class - Grade 12- Mr. Donavan Van Vuuren

This week in SEHS, we kicked off our final unit of the curriculum, delving into the fascinating topic of the "Psychology of Sport." Our focus centered on exploring the intricate connections between personality traits and motivation and their profound influence on sports performance. Through engaging discussions and insightful activities, students gained valuable insights into how individual characteristics and psychological factors shape athletes' behaviors and outcomes in various sporting contexts. Looking ahead, we're excited to delve deeper into this captivating subject and uncover further insights in the weeks to come.

G6 (Mr. Ryan Stienberg)

The grade 6s began the week by exploring their holiday through the lens of literature; making text-to-selfconnections. Thereafter, as a class and individually, we delved into the key concept, related concepts,global context, statement of inquiry, and approaches to learning we will be dealing with in unit 3. Thestudents were then introduced to the novel we will be reading - Holes, and in groups, began a WebQuestto research a specific aspect of the author's life. We ended the week with the students presenting theirfindings, and demonstrating their understanding of the different aspects of the author's life.

G7 (Mr. Ryan Stienberg)

The grade 7s began the week by exploring their holiday through the lens of literature; making text-to-selfconnections. Thereafter, as a class and individually, we delved into the key concept, related concepts,global context, statement of inquiry, and approaches to learning we will be dealing with in unit 3. Thestudents were then introduced to the novel we will be reading - Divergent, and in groups, began aWebQuest to research a specific aspect of the author's life. We ended the week with the studentspresenting their findings, and demonstrating their understanding of the different aspects of the author'slife.

G8 (Mr. Ryan Stienberg)

The grade 8s began the week by exploring their holiday through the lens of literature; making text-to-selfconnections. Thereafter, as a class and individually, we delved into the key concept, related concepts,global context, statement of inquiry, and approaches to learning we will be dealing with in unit 3. Thestudents were then introduced to the novel we will be reading - The Book Thief, and in groups, began aWebQuest to research a specific aspect of the author's life. We ended the week with the studentspresenting their findings, and demonstrating their understanding of the different aspects of the author'slife.

G9 (Mr. Ryan Stienberg and Mr. Turvey)

The grade 9s began the week by exploring their holiday through the lens of literature; making text-to-selfconnections. Thereafter, as a class and individually, we delved into the key concept, related concepts,global context, statement of inquiry, and approaches to learning we will be dealing with in unit 3. Thestudents were then introduced to the novel we will be reading - The Catcher in the Rye, and in groups,began a WebQuest to research a specific aspect of the author's life. We ended the week with thestudents presenting their findings, and demonstrating their understanding of the different aspects of theauthor's life.

G10 (Mr. Miller and Mr. Turnbull)

The grade 10 English Language and Literature class continued their film unit. They examined more of theunit's concepts, ATLS and statement of inquiry.They learned about the five different elements of film;narrative, editing, mise en scene, sound, and cinematography. Student analyzed a movie clip andidentified and analyzed the different ways that these elements are used to create meaning for theaudience. Students create brief presentations for one of the elements of the film. They individually wrote adescriptive analysis discussing how the five elements of film work together within the movie clip.

Grade 11 (Mr. Turnbull)

The class was introduced to the rhetorical concepts of ethos, logos and pathos. They created speechesusing all three rhetorical concepts and tried to identify their use in their peer's work. Students wrote aPEEL paragraph analyzing the use of pathos in a non-literary text. Higher Level students were introducedto their next literary author, Maya Angelou. They made plans for student-led seminars where they willguide the class through a discussion and analysis of I Know Why the Caged Bird Sings through the lensof a major theme. The class learned about Bildungsroman and revisited the Area of Exploration: Time andSpace. They analyzed their first Kendrick Lamar poem which is titled, How Much a Dollar Cost.

G12 (Mr. Turnbull)

The grade 12 English A: Language and Literature students continued to develop and prepare theirIndividual Oral assessments. Students have now selected their literary and non-literary text extracts. Theypresented their work in the form that it is to a peer and practiced self-evaluation to determine what areasthey could improve upon and identify any missing aspects to their project. Higher Level students 'lit up'their essays by highlighting different essay components to identify any missing aspects in their work. Theyhave submitted their rough drafts to receive feedback from the teacher.

G6 (Mr. Robert Jordan)

The students learned about correct spelling of various words with x-sounds, about spelling capital letters(nouns or not), about various words that sound quite similar but are written differently with F, Pf or Phsounds or spelling. We also worked on short stories like Unser Hund Loulou, which we read anddiscussed, especially how to interpret the text and discussed environmental and social relatedcontroversial topics (e. g. homeless people) from different points of view.

G7 (Mr. Robert Jordan)

Students learned about the difference between fact and opinion with various examples, fostering criticalthinking. We also actively talked about representation of different groups and environmental subjects inthe media with all its problems and strengths in the practice. How does it differ with respect to eastern andwestern standpoints and practices in general? What highlights have there been in movies and videogames and why are they highlights? What news are brought forth? Which philosophical underlyingpatterns and concepts are there? What can we learn from movies and video games and in which way arethey different?

G8 (Mr. Sebastian Adler)

In Week 5 of the Grade 8 IB MYP Poetry unit, students delved into the intricacies of poetic devices andtechniques. They explored a variety of devices including metaphor, simile, personification, imagery,alliteration, and assonance, understanding how each contributes to the richness of poetic expression.Through analysis of classic and contemporary poems, students honed their skills in identifying andutilizing these devices effectively. The week culminated in a reflective exercise where students analyzedpoems and reflected on their growth as poets, showcasing their understanding and appreciation of the artform.

G9 (Mr. Robert Jordan)

In the classes the students worked on excerpts from the novel Aus dem Leben eines Taugenichts towhich we discussed our impressions, topics, relevance for today's life, characteristics of romanticism, itsmessages, views on the topic of luck, stylistic choices and atmosphere they create, views on life amongother short stories, which we discussed online. We also discussed news about media in regards toenvironment and representation and journalistic/media principles.

G10 (Mr. Sebastian Adler)

In our inaugural week of the "Online Identity" unit, we explored the fundamentals of digital presence.Beginning with defining online identity and its components, we progressed to understanding its impact onpersonal and social lives. We crafted positive online images, initiated digital footprint audits, and analyzedsocial media's role in German culture. This week set the stage for deeper dives into managing onlinepersonas and fostering responsible digital citizenship in the weeks ahead.

G12 (Mr. Sebastian Adler)

Week 2 delved into the realm of contemporary German literature, offering students a nuancedunderstanding of literary trends and themes. Through close analysis of excerpts and engagingdiscussions, students explored the rich tapestry of contemporary narratives and their reflections ofsocietal issues. Interactive activities, including author spotlights and creative writing workshops,encouraged active participation and personal reflection. The week culminated in reflections onindependent reading projects and insightful discussions on the relevance of literature in understandingand addressing contemporary challenges.

G10 (Ms. Claire Kim)

MYP year 5 Korean Language and Literature class had watched a movie [Dongju, 2016] by director LeeJoon-ik which is Poet Yun Dongju’s autobiographical story taking the writer’s life and literary works. Thendiscussed the director’s analytical interpretation and representation techniques based on the history ofJapanese colonialism. And G10 students had started reading closely ‘Who ate up all the Sing-a’ by ParkWansuh. Our students will have drawing tasks like a character relationship chart, the town as a setting,and portrayal of the lead character based on the author’s description.

G11 (Ms. Claire Kim)

DP year 1 Korean A: Language and Literature had watched and discussed an animation about'comfort women' issue, called 'The unfinished story'. And students discussed the reasons westudy history and the importance of learning history based on the Japanese Military Sexual Slavery (known as 'Comfort women') issue with the work. Our G11 students will write a reviewwith analytical essays in mind using the features of the text type, visual effects, developmentmethod in the plot, etc.An NB Korean class had a writing class through a creative writing activityand a vocabulary quiz.

G12 (Ms. Claire Kim)

DP year 2 Korean Language and Literature had started close-reading the drama Oedipus Rexby Sophocles. And our G12 students researched authorial, social, historical backgrounds of thework Oedipus Rex with Greek thought and philosophy. And our G12 students got feedbackabout their summative writing about the importance of Gender-Sensitive Perspective. This is animportant process because writing criticism is one of the best ways to transform just reading intoan active reading. Our G12 students will present their research and understanding about theGreek tragedy and will keep closely reading the work.