This week, Grade 6 students continued their exploration of how various environments have been damaged by human actions, focusing specifically on the case study of plastic pollution in the oceans. The students engaged in discussions, research, and activities aimed at understanding the causes and consequences of this pressing environmental issue.

This week in the Grade 7, we revisited the concept of development, focusing on the differences between developed and developing countries. We discussed what makes a country developed, such as higher access to education, healthcare, and infrastructure, compared to developing nations, which are still working to improve these areas.

We also began exploring the differences between poverty and inequality, understanding how poverty refers to the lack of basic resources, while inequality means the uneven distribution of wealth and opportunities within a society. These discussions helped students start thinking critically about global challenges and the importance of fair development for all nations.

This week in Grade 8, we explored the differences between patterns and trends in nature, focusing on how natural systems change over time. A pattern refers to a recurring event in nature, while a trend indicates a direction of change over a period. Understanding these concepts helped students recognize how the Earth’s systems evolve.

We also began learning about the three types of weathering: physical (mechanical) weathering, where rocks break down into smaller pieces; chemical weathering, where minerals within the rocks change due to chemical reactions; and biological weathering, where living organisms, like plants or animals, contribute to breaking down rocks.

This week in Grade 9, students completed their presentations on the Gods and Goddesses of Mesopotamia, showcasing their understanding of the religious beliefs and deities of this ancient civilization. Following the presentations, we began learning about the Social Structure of the key peoples from Mesopotamia, including the Akkadians and Sumerians. We explored how these societies were organized, with kings, priests, nobles, and laborers, as well as the role of slaves, and how this hierarchy shaped their daily lives and civilizations.

This week, grade 10 students covered the period of intensification of violence during the french revolution, as the September Massacres occurred, the French fought the battle of Valmy, and King Louis XVI was executed. Students wrote a formative quiz on the content covered so far, and also worked on creating propaganda posters to represent their understanding of the different factions and their beliefs that existed at the time.

Psychology

This week the G11 Psychology students reviewed the first div of Unit 2: Criminology on the brain and behaviour. We examined a few case studies where researchers looked at the effects of damage to parts of the brain on behaviour. The students completed a quiz on the div completed and will preview the next div on the brain and decision making.

This week the Grade 12 Psychology students finished their unit on Social Influence and prepared for the summative assessment next week. They reviewed schema theory and reconstructive memory within the cognitive approach. The students practiced writing short answer responses by outlining how they would respond to three SAQ questions, and writing a response to one.

Global Politics

This week, grade 11 students covered political parties, submitted their argumentative essays and wrote a formative quiz on what they have covered so far in Unit 1. Students also received feedback on their formative quizzes and reviewed their understanding of the core concepts of global politics, namely Power, Sovereignty and Legitimacy.

This week, grade 12 students spent time creating an infographic to represent their understanding of capitalism and critical theories like Marxism and Environmentalism. Students also reviewed unit 2 content as a whole and tested their knowledge with a Kahoot, in preparation for the final Unit Exam next week.

Business Management

Grade 11 students have been preparing PPT’s to present to the class on Circular Business models looking at how individual companies are being more environmentally sustainable and the advantages and disadvantages from a commercial perspective.

Grade 12 students are submitting their first draft IA’s this week; on schedule with the overall IA timetable masterplan. This follows one to one discussions about their approach. Students work interactively (with the Business Teacher) brainstorming ideas and approaches for their IA’s. This first draft will be the point at which most input comes from the teacher after the initial development of the RQ and approach.

Grade 12 New Brunswick students having completed a group project (making a Business Plan) are now beginning the task of individually writing an essay about how Ernnest Shackleton demonstrates leadership in his exploration to the Antarctic.    

G6 (Ms.Fiona)

In Ms.Fiona’s G6 Mandarin LL class, students are studying an article by Lu Xun. After reading the text, they begin summarizing its content. Through group collaboration, they concisely present the main points of the article using subheadings. During the activity, the students demonstrate their teamwork skills and ability to synthesize and summarize information.

G6 (Ms. Jiang)

In Ms.Jiang's G.6Mandarin Language Acquisition class, students are reviewing what they learnedbefore the Mid-Autumn Festival.They are making posters. They summarized thevocabulary, grammar, and text of lesson 1 & 2 through the poster. Aftercompleting the poster, they did a speaking presentation.Students felt a greatsense of achievement towards the poster they made and decided to take it home.Theyalso practiced their writing and speaking skills by making it.

G7 (Ms.Jiang and Ms. Summer)

In Ms.Jiang and Ms.Summer’s Mandarin language and literature class, students explored the work"My Uncle Yule" by French writer Maupassant this week. The studentsare conducting a vocabulary test. They independently learned new vocabularyfrom the novel during the preview process and asked each other questions basedon their own experience. This activity effectively stimulated students'motivation and cultivated their self-management skill. During the process, theyshowed great enthusiasm and concentration.

G7 (Ms. Lisa)

In Ms. Lisa’s G.7 Mandarin Language Acquisition class, students explored the culture and customs of Chinese traditional festival-the Mid-Autumn Day. They did research and made PPT to compare and contrast the festivals in China and their home country. Students showed great interest in exploring the culture and customs of different countries. They also practiced their research and communication skills through the task.

G8 (Ms. Lisa & Ms. Jiang)

In G.8 Chinese language and literature class, students had a debate to deepen their understanding of Science Fiction this week. The topic of the debate is that Is development of science and technology or protection of ethical morality more important. In order to adjust to each student’s interest, they can choose to be the positive or negative side of the debate as they will. In this way, every student was enthusiastic to prepare for their debates. And they indeed had wonderful debates finally.

G8 (Ms. Summer)

In Ms. Summer's G8 Language Acquisition Phase 5 class, students are exploring the topic of "Chinese Traditional Family." They have learned how to format and meet the requirements for writing an article for the school newspaper. After mastering the correct structure, the students engaged in independent writing on the assigned topic. Throughout the writing process, they showcased their creativity and organizational skills, completing the task successfully within the allotted time. Additionally, the quality of their assignments is commendable.

G9 (Ms. Tina)

In Ms. Tina’s G9Language and Literature class, students continued to study the novel written byYuhua, 'To Live'. This week, they sorted out the main plot and characterrelationships of the novel. Then divided it into small groups; by studying thedifferent descriptive methods in the text, they explored the personalitycharacteristics of the main characters. Through these exercises and groupactivities, students not only improved their reading and cooperation skills,but also deepened their understanding of novels and characters.

G9 (Ms. Echo)

In Ms. Echo's Grade 9Language Acquisition Phase 5 class has been learning the cultural expansionproject. Students will delve into traditional Chinese architecture and engagein creating Song Dynasty ship puzzles. Throughout this process, they willdevelop interdisciplinary skills such as time management and critical thinking.This activity aims to spark students' interest in Chinese culture, foster theircollaborative abilities and creativity, while enhancing their comprehensiveskills and interdisciplinary literacy. Through hands-on experience andpractice, students will gain a deeper understanding of the value and charm oftraditional Chinese culture, broaden their perspectives, and promotecross-cultural exchange and understanding.

G10 (Ms. Summer)

In Ms. Summer's G10Language Acquisition Phase 1 class, the students practiced the usage of thevocabulary and shared how to use them in real contexts. In order to checkwhether they mastered these words, they played a memory game to test themselvesby using the words in the sentences. After this activity, they all showed agood understanding of the new words.

G10 (Ms. Echo and Ms. Miko)

In Ms. Echo and Miko's G10 language literature class. Students will embark on a journey of discovery through the study of the "Nineteen Old Poems," comparing them with poems of similar themes. Following the teacher's selection of a poem for focused learning, students will individually choose a resonant piece from the nineteen poems to inspire their umbrella design. This creative activity will entail a thoughtful exploration of colors, imagery, and mood to encapsulate the essence of the chosen poem. Through this immersive experience, students will blend literary analysis with crafting visual representations that reflect the profound beauty and cultural significance of ancient poetry.

G11 (Ms. Miko)

This week the G11students in Ms.Miko’s class delved into the study of Du Fu's poetry, gaining adeep understanding of his creative journey and artistic accomplishments. Thestudents engaged in discussions exploring Du Fu's life experiences and thehistorical context in which he composed his poetic works. By analyzing hispoetry from a temporal and spatial perspective, the students were able toappreciate the depth and richness of Du Fu's artistic achievements. Thestudents displayed a keen interest in understanding the nuances of Du Fu'spoetic narratives and successfully connected his works to the broaderhistorical and cultural contexts.

G12 (Ms.Fiona)

In Ms. Fiona’s G12 Mandarin B class, students are learning how to write personal statements. They studied sample essays and gained an understanding of the writing format and word choice techniques for personal statements. Through reading and practice, they mastered writing skills, then attempted to write their own statements, applying the correct format and precise language to express their ideas. The students were able to complete their writing independently and meet certain expectations.

G6 (Mr. Ryan Stienberg)

The Grade 6 students started the week by reflecting on their performance in the first assessment. They revised their work to address areas of growth and to learn from their previous mistakes. Following this, the students participated in a collaborative social skills session led by Mr. Ruben, focusing on enhancing their interpersonal skills. The week concluded with the students engaging in a creative writing exercise, where they crafted a fictional story. They selected a genre of their choice and incorporated their experiences from the four-day weekend into their narratives.

G7 (Mr. Ryan Stienberg)

The Grade 7 students began the week by reviewing the PEEL structure tostrengthen their analytical writing skills. They then read "The Legend ofKing Arthur," focusing on exploring the theme, moral, and characterizationwithin the text. Afterward, the class engaged in a group discussion tohighlight areas of strength and identify opportunities for growth in theiranalyses. The students proceeded to read "The Legend of Robin Hood,"during which they annotated the text to identify key conventions of the legendgenre. The week concluded with an exercise in comparative analysis, wherestudents analyzed and interpreted the similarities and differences between twolegends, followed by a peer review session to provide constructive feedback oneach other's work.

G8 (Dr. Kyle)

This week, our ever-diligent eighth graders delved deeper into the novel Ender’s Game, finishing chapters 11 and 12. We then did a close reading together of the story “Harrison Bergeron” by Kurt Vonnegut, looking closely at how it uses irony, hyperbole, symbolism, and other literary devices to develop its dystopian themes. We also examined Vonnegut’s unique style, which is often colloquial and deceptively simple. Finally, we discussed why dystopian conjecture is such an important part of the social imaginary in Western literature.

G9 (Mr. Turvey)

This week in Grade 9 Language & Literature, students focused oncharacter arcs by analyzing characters from films of their choice. They createdpresentations that explored the transformation of these characters throughoutthe film, discussing the motivations and circumstances that drove theirchanges. This engaging activity not only enhanced their understanding ofcharacter development but also served as valuable preparation for theirupcoming summative assessment, which will focus on writing film reviews.

G10 (Mr. Miller and Dr. Kyle)

This week in Grade 10 English Language and Literature, we focused on media literacy and explored the conventions of magazine covers. We began each day with a literary term of the day, such as anthropomorphism and personification, to deepen our understanding of figurative language. Students analyzed controversial magazine covers, discussing how personal and cultural perspectives shape what is considered controversial. We explored the key elements of magazine covers, including titles, lighting, image composition, and symbols, and how they convey messages. The importance of captions and headlines was emphasized, focusing on their role in drawing readers' attention. We also reviewed how to use in-school platforms like ManageBac, CanGlory, Teams, Canva, and Affinity Photos for learning and creative projects. The week culminated in a formative assessment, where students began designing their own magazine covers using the conventions learned throughout the week.

Grade 11 (Mr. Steinberg and Dr. Kyle)

In Grade 11, we began the week with a collaborative analysis of students' work to identify areas of strength and areas needing improvement, encouraging learners to reflect on aspects that require further attention. Following this, we read the next 100 lines of Medea, focusing on themes of accountability and victim-blaming within the context of gender dynamics between the main characters. Students will be tasked with reading the subsequent 300 lines, where they will analyze the use of literary devices, themes, and the connections that arise.

During the non-literary lesson, students presented their analyses of how a specific scene in the film American Fiction addresses a global issue, examining various elements such as narrative, cinematography, music, mise-en-scène, and editing. Following these presentations, we explored George Tooker's art collection, which delves into global issues such as alienation, isolation, social injustice, mental health, and environmental concerns. As a follow-up, students were assigned to research a piece from Tooker's collection, with the expectation of presenting their findings in the next class.

Grade 12 (Dr. Kyle)

This week, our intrepid twelfth graders began our investigation of Arundhati Roy’s magnificent novel The God of Small Things. After delving into Roy’s life and work as an author, activist, and public intellectual, we turned our attention to the novel itself. We summarized its complex, non-linear plot in a linear fashion, and then discussed its major themes: feminism, psychological issues, colonialism, family love vs. social obligation, love and desire vs. social norms, Indian society and the caste system, homecoming, diversity vs. identity, mutability vs. preservation, and big things vs. small things. We then began our close reading of chapter one, looking carefully at figurative language, symbolism, imagery, and psychological and social insight.

G6 (Nele)

This short week, in our 6th-grade German class, we worked on prepositions. We identified them in texts and determined the type of relationship they indicated. 

To conclude our unit on "Poems," the students prepared poems this week and presented them to the class. To wrap up the theme, the students will write their poems and design a corresponding digital page. 

G7 (Svenja)

This week in the 7th-grade German class was a short one, but productive nonetheless. The students completed their drawings of the ancient polis in Greece, effectively highlighting the key features of city development during that era. We then progressed further into our studies, introducing the topic of ancient Rome. The students' prior knowledge was activated, helping them connect the new content to what they had previously learned. On Friday, we dedicated time to reinforcing the topic of word classes, ensuring the students have a solid understanding of this essential grammar component.

G8 (Sebastian)

In Week 5 of the "Health and Well-being" unit, students explored healthy eating habits and learned how to compare the nutritional value of different foods using comparatives and superlatives. They also discussed the impact of junk food on physical and mental health and practiced using the conjunctions "weil" and "wenn" to explain causes and conditions related to their eating habits. By the end of the week, students created and presented healthy lifestyle projects, incorporating vocabulary and grammar concepts while demonstrating their understanding of balanced nutrition and wellness strategies.

G9 (Nele)

This short week, in our 9th-grade German class, we continued working on the topic of parts of speech. We assigned pronouns and conducted an exercise on the cases of nouns. 

As part of our unit on "Historical Events and Personalities," we are concluding the 19th century this week. Our focus has been on the Revolution of 1848, the first National Assembly in the Paulskirche in Frankfurt, as well as the industrialization of the 19th century. The students mainly engaged in text analysis and critical reflection on the materials. 

G10 (Sebastian)

In Week 5 of the "Politics and Society" unit, students explored the influence of media on politics, focusing on how political messages are crafted and distributed through various platforms. They analyzed the impact of media bias and social media in shaping public opinion and election outcomes. Through group activities, students critically engaged with political advertisements and created persuasive social media posts for fictional candidates. The grammar focus included practicing Konjunktiv II for hypothetical campaign promises and using the passive voice in political reporting and messaging to enhance clarity and neutrality.

G11 (Sebastian)

In week 5 of the unit on Der Hauptmann von Köpenick, students will focus on the development of satire and its connection to social and political critique. They will analyze key scenes where Zuckmayer mocks bureaucracy, especially the fixation on uniforms and official procedures. Class discussions will explore how humor is used to expose flaws in societal structures. Language activities will focus on advanced grammatical structures, particularly subordinate clauses, and their role in creating more nuanced and sophisticated expressions in both written and spoken German, further enhancing students’ linguistic.

G10 (Ms. Claire Kim)

In the MYP Year 5 Korean Language and Literature class, students delivered presentations after conducting research on the life of author Pi Chundeuk. They explored his literary works through various sources, including interviews, articles, and class discussions, with guidance from Professor Jung Jungho, who provided insights into the literary world of GeumA. The presentations were complementary, serving as a strong foundation for their literary essays and formative assessments. Next week, Grade 10 students will begin an in-depth study of Pi Chundeuk's literary works.

G11 (Ms. Claire Kim)

In the DP Year 1 Korean A: Language and Literature class, students researched and presented on the topic of Yellow Journalism. Each student examined its origins and key concepts, including fake news, deep learning, agenda-setting, and framing effects, highlighting the importance of fact-checking. Next week, Grade 11 Korean A students will continue to explore the complexities of Yellow Journalism in greater detail.

G12 (Ms. Claire Kim)

DP Year 2 Korean Language and Literature, students analyzed "TheLost Honor of Katharina Blum" by Heinrich Böll. They discussed theauthor's contributions, an epilogue written a decade later, and commentary fromthe translator. This analysis provided insights into the social and historicalcontexts of the novel, enhancing their understanding of both the author and thenarrative. Additionally, G12 students learned about meta-narrative concepts andthe sensitivity of language.