Grade 6 - Dr. Holger Meinberg

This week, Grade 6 students explored the refraction of light through two hands-on activities. They observed how a chopstick appeared bent when placed ina bowl of water and compared two coins in paper cups, one filled with water. The coin in the water cup became visible first due to the way light bends as ittravels through different materials. To deepen their understanding, students engaged with a simulation of light bending and watched a video that visually explained refraction using the analogy of a car leaving a paved road and entering a slower surface, such as sand, causing the front wheels to turn towards the normal. The study of refraction concluded with plenty of practice to reinforce the concepts.

Grade 7 - Ms. Heather Exum

This week I assisted the grade 7 students in researching and planning for their summative Weather Reports. This fun research project works on several 21st century skills while also researching about extreme weather events and their impacts.

Grade 8  -  Ms. Heather Exum

This week I helped the grade 8 students learn about energy transformations and practice the different forms of energy. As students finished their investigations and science centers they also started to work ontheir rubber band cars.

Grade 9-1   Ms. Heather Exum

This week in grade 9 I helped students to unpack criterion A strand and practice their test taking skills with a summative quiz. Students also learned about the ATL skills invovled in interpreting graphs and practice devaluating the quality of the data.

Grade 9-2 - Dr. Holger Meinberg

This week, Grade 9-2 students received detailed solutions to their summative quiz, clearly outlining expectations and areas for improvement. They then practiced interpreting graphs by reading data accurately, predicting future developments through extrapolation, and evaluating the reliability of the given data. These exercises helped students strengthen their graph analysis skills and develop a more critical approach to assessing the quality of scientific information.

Grade 10 - Mr. Nick Smith

Grade 10 scientists have started a new unit. The unit focuses on power and explores various aspects of power generation, including distribution systems, domestic use of power, energy efficiency, nuclear power, and green alternatives. We began the week by understanding how to measure and calculate power. Electrical power is typically measured in kilowatt-hours (kWh). Students learned how to convert watts to joules and perform simple calculations. They measured their own power outputs by running up steps at different speeds and practiced graphing their measurements and calculations. Finally, students learned how to analyze domestic electricity bills.

Biology Class - Grade 11 - Ms. Marina Baltikian

This week, students delved into the process of DNA replication, focusing on the roles of helicase in unwinding DNA and DNA polymerases III and I in synthesizing and proofreading new strands. The class also explored the Polymerase Chain Reaction (PCR), a powerful technique used to amplify specific DNA sequences, and gel electrophoresis, which helps separate DNA fragments by size. These methods were tied to real-world applications, such as forensics, paternity testing, and genetic research, helping students see their practical importance.

Additionally, we discussed the Canglory Formative Assessment (FA) on DNA replication, including grading, predicted grades, and grade boundaries. Students also reviewed their SA1 multiple-choice results, engaging in a constructive reflection to better understand their performance and key areas for improvement.

Chemistry Class - Grade 11 - Dr. Holger Meinberg

This week, the SL Chemistry students completed a short formative quizcovering all calculation topics studied so far, including Avogadro's number, moles, mass, percent composition, empirical and molecular formulas, and molar concentration. Following the quiz, students prepared for an experimental determination of an empirical formula by reviewing the theoretical concepts. They then conducted the experiment independently in the laboratory, after a detailed demonstration by Mr. Smith, which included essential safety procedures, particularly for the safe use of Bunsen burners.

Chemistry Class - Grade 11 - Mr. Nick Smith

Why is it that fire seems to excite people? I don't know, but the Grade 11 chemists were certainly "fired up" in our laboratory this week. Students used crucibles and Bunsen burners to oxidize magnesium. The point of the exercise was to determine the empirical formula of magnesium oxide. An enthusiastic group of students set records for this lab, as it can often be surprisingly difficult to get accurate results. Theory classes mirrored the practical work, and students have been learning how to calculate empirical formulas from percentage composition data and combustion data.

ESS Class - Grade 11 - Mr. Samuel Ward

This week DP 1 ESS students studied the fundamental concepts of ecosystem structure and function in sub-topic 2.1. They explored key ecological principles including carrying capacity, niche, and the interplay of abiotic and biotic factors within ecosystems. To solidify their understanding, students engaged in a creative project, crafting detailed posters that showcased a specific location and its unique abiotic and biotic components. The resulting artwork not only demonstrated their grasp of these crucial environmental concepts but also highlighted the students' impressive artistic abilities. This hands-on approach allowed them to visualize and articulate the complex relationships within ecosystems, fostering a deeper appreciation for the intricate balance of natural systems.

Physics Class - Grade 11 - Mr. Geofrey Kivisha

Exploring the recent advancements of SpaceX and its application ofgravitational principles provided an exciting introduction to this week's lessons for the Grade 11 physics students. They began their study with the fundamentals of gravitational fields and quickly progressed to Newton's Law of Universal Gravitation. Understanding gravitational field strength deepened their insights into how mass and distance interact to influence gravitational forces. The students also explored gravitational potential, learning about the energy possessed by objects depending on their position within a field. By connecting these theoretical concepts directly to SpaceX's achievements, the students gained a practical perspective on how physics drives innovation inspace exploration and technology.

SEHS Class - Grade 11 - Mr. Donavan Van Vuuren

This week in DP1 SEHS, students concentrated on preparing for the end-of-unit test, which marks the conclusion of our first unit. They participated in review activities designed to reinforce their understanding of key topics, such as the skeletal system, joint movement, and the planes and axes of movement that are fundamental to athletic performance. In addition to test preparation, students were introduced to the Internal Assessment (IA) process, a key component of the SEHS course. We explored the assessment criteria in detail, with a focus on how their research, data collection, and analysis will be evaluated. Students were also given an overview of the report format and structure, emphasizing the importance of clear organization and accurate data presentation. This session aimed to help students develop astrong foundation for their IA, which they will begin later in the year. Next week’s end-of-unit test will assess their grasp of both theoretical and practical elements of the unit. The IA introduction provided a valuable preview of the major independent research project they will tackle, giving them time to reflect on potential topics and start thinking about their approach to data gathering and analysis for this crucial element of the course.

Biology Class - Grade 12 - Ms. Marina Baltikian

This week, we began exploring Defense Against Disease with a focus on how pathogens cause infectious diseases and the body’s first line of defense, including skin and mucous membranes. Students learned about blood clotting mechanisms that help seal wounds and prevent infections, and we compared the innate and adaptive immune systems, highlighting the distinct ways each protects the body.

We also delved into the specifics of the adaptive immune response, discussing phagocytes, lymphocytes, and how the body recognizes self from non-self through antigens. Students explored how activated B-lymphocytes multiply to formclones of antibody-secreting plasma cells, a critical step in fighting infections. Additionally, we continued viewing and discussing the documentary The Origin of AIDS, encouraging thoughtful reflection on key moments and ideas related to the historical context of disease spread.

Chemistry Class HL - Grade 12 - Mr. Nick Smith

Once again, the laboratory work for student IAs dominated the week. The good news is that most students have now finished gathering data and can focus their attention on writing up their reports. Our theory classes are still centered on the topic of equilibrium. This week, students completed their understanding of Le Chatelier's principle and the effects of temperature, pressure, concentration, and catalysts on the position of the equilibrium. They also learned how to calculate values of K for specific reactions when given concentrations.

ESS Class - Grade 12 - Mr. Samuel Ward

This week DP2 ESS students went deeper into sub-topic 5.2, focusing on terrestrial food production systems and societies. They examined the complexissues surrounding food inequality and distribution on a global scale, analyzing how factors such as scale, industrialization, and resource use influence the sustainability of different food production systems. Students engaged in comparative case studies, contrasting commercial and subsistence farming practices. To solidify their understanding, they created digital posters showcasing specific examples of these farming methods and presented their findings to the class. The unit culminated in an exploration of innovative approaches to sustainable food production, including the concept of eating at lower trophic levels. Students critically evaluated the potential environmental benefits and cultural implications of incorporating insects into global dietsas a strategy to address food security challenges and reduce ecological impact.

Physics Class  - Grade 12 - Mr. Geofrey Kivisha

Grade 12 physics students concluded their exploration of forms of heattransfer, enhancing their understanding of conduction, convection, and radiation. They then delved into the kinetic theory of gases, examining howthis theory provides a foundation for understanding various gas laws such asthe ideal gas law, Boyle's Law, and Charles's Law. Students also explored the relationship between the velocity of particles in a gas and their kinetic energy. Throughout the week, they effectively applied critical thinking ATL skills to analyze how these principles interact in real-world scenarios. Additionally, communication skills were honed as students debated and discussed the implications of these theories, fostering a deeper comprehension and ability to articulate complex ideas.

Grade 1

This week, students began using Microsoft Word. After practicing how to locate letters and numbers on the keyboard, they were given a practical task: to write two simple sentences while learning how to properly use the spacebar and the enter key.

Grade 2

This week, grade 2 began a new game called "The Knight and the Coins." In the first part, they moved the knight using arrows, a concept they’ve been studying. The difference this time was that they had to write the entire movement code independently, without referring to the teacher.

Grade 3

This week, the third graders completed their shooting game. They incorporated a scoring system to track hits on the target and learned how to use the "and" logic block in conjunction with "if" statements to trigger actions when both conditions are met.

Grade 4

This week, after learning the `ul` and `li` tags, students were introduced to the `ol` tag. They learned thedifferences between ordered (`ol`) and unordered (`ul`) listsand how to add them to their own pages. 

Additionally, they explored the `a` tag to link their webpage to an external website of their choice. Now, they are applying both the new and previously learned tags to complete their updated websites.

Grade 5

This week, the fifth graders learned how to determine if a number is even or odd using Python and how to count the total of even or odd numbers entered by the user. They also got introduced to while loops and explored the differences between for loops and while loops.

Grade 6

This week, Grade 6 students completed their summative assessments for Criteria A and have now moved on to Criteria B, Strand 1, where they are learning to create specification tables for their safety poster products. The focus is on identifying the necessary tools, materials, and establishing clear success criteria to guide their design process. Students have started drafting these tables, ensuring that their choices align with the goals of their safety posters. As they develop their ideas, they are gaining critical skills in planning and organizing the essential components for a successful final product.

Grade 7

This week, Grade 7students successfully completed their summative assessments for Criteria A andhave now transitioned to Criteria B, focusing on Strand 1 and 2. In Strand 1,students are developing specification tables, outlining the necessary tools,materials, and success criteria for their safety poster products. This exercisehelps them critically plan the resources and goals for their designs. In Strand2, students have started developing initial design ideas, using their researchto sketch and conceptualize creative and effective safety posters. Theirengagement has been excellent, and they are making solid progress towardproducing thoughtful and detailed designs.

Grade 8

Thisweek, Grade 8 students completed Criteria B, Strands 1, 2, and 3, where theydeveloped and refined their design ideas for their rubber-band car projects.After presenting their final chosen designs to the class, students receivedvaluable peer feedback on the strengths and areas for improvement in theirideas. This feedback will help inform their decisions moving forward as theywork toward creating their final products. The presentations were insightful,and the peer feedback session encouraged collaborative learning, givingstudents fresh perspectives on how to enhance their designs. They are nowwell-prepared to enter the next phase of the project.

Grade 9

This week, Grade 9 students completed Criteria B, Strands 1, 2, and 3, where they developed and presented their final design ideas for their environmentally friendly birdhouse projects. After presenting their ideas to the class, students received thoughtful peer feedback, which will help them refine and improve their chosen designs. Following the presentations, they began working on Criteria C, Strand 1, where they started compiling and organizing logical plans for the construction of their birdhouses. These plans outline the steps they will take during the production phase to ensure their designs are both functional and sustainable. The students are showing strong progress as they move into the next phase of the design cycle.

Grade 10

This week in grade 10,the Design students continued to plan their Hallowe’en activity. Both classesare planning a different but similar activity. The classes met as a combinedclass to iron out some of their details. After understanding each other’sneeds, the venue was changed to give both groups a better chance of success.

Grade 11

Grade 11 studentsfinished the last of the Topic 6 tasks before turning their attention to someprogramming concepts. They learned about how and why tracing a program isimportant. Students often must look at data and sort it. This week, they discussedtwo sort techniques, bubble sort and selection sort. These are often seen on IBexams. Students must be able to code them and use them in exam questions. 

Grade 12

This week, grade 12 students were assessed on user focus, system backup, and software deployment as part of systems in organizations. Thet also began exploring topics under human interaction with the system as part of system design basics. The topics discussed the usability of systems and what factors affect usability.

Grade 6 (Mr. Hood and Mr. Dooley)

Mr. Hood’s Grade 6s spent the first 3 days of the week completing their informal pen pal letters which were submitted hardcopy in class. The Grade 6s then started their class representative presentation summative assessments which they will present to the class next week Wednesday.                                  Meanwhile Mr. Dooley’s Grade 6 were also very busy. The students finalized their preparation for their writing summative task by planning what they will write on their Pen Pal Emails. The students created their own Emails to Pen Pals on paper in class focusing on using an appropriate Email structure and writing in an informal style. Students then started working on our speaking summative task where they will create their own presentations for new students including key information they feel a new student might need to prepare for life at our school.

Grade 7 (Mr. Hood and Mr. Dooley)

Mr. Hood’s Grade 7s completed their travel diary writing tasks early in the week and then moved on to the fitness component of the unit. The first task required the Grade 7s to analyse a fitness vlog and then create their own unique exercise for a sport of their choice. The Grade 7s were asked to write a descriptive piece focused on the movements included in their exercise. Meanwhile, Mr. Dooley’s Grade 7’s Language Acquisition class were very also very busy this week. In preparation for their summative task the students created their own exercise routines. Each student chose a different style of exercise and created a detailed plan for improving overall fitness while highlighting the health benefits of exercise. The students using their work on their exercise routines and started creating diary style vlogs focusing on explaining their chosen exercise routine to a digital audience.

Grade 8 (Mr. Hood and Ms. Bartoszak)

Mr. Hood’s Grade 8s completed their Burns Night Celebration invitations this week. Upon completing their invitations, the Grade 8s then started and completed their listening summatives based on the audio about breakfast around the world.

Meanwhile, Ms Bartoszak’s Grade 8’s had an engaging week. Students developed their vocabulary and completed a reading summative assessment. They also developed their listening skills and techniques making sure they followed the techniques in preparation for an upcoming summative. Students also developed their writing and research skills as they analysed a blog about Swedish food culture. In doing so, they also identified features found in a blog and discussed their effects. Students ended the week completing a writing summative assessment.

Grade 9 (Mr. Hood and Mr. Dooley)

Mr. Hood’s Grade 9’s have spent the entire week working on their research summative. The first week has been used to focus on researching how educational trends have changed and adapted over the past sixty years in their countries. The Grade 9s were required to write a research report discussing their opinions and findings this week.

Meanwhile, Mr. Dooley’s Grade 9s students were very productive this week this week.
Students started working on a research project whereby the students were tasked with investigating changes in education from their own cultures. The students worked on creating an outline of major changes that have taken place and how they feel about the changes. They then started writing their findings on paper in class.

Grade 10 (Ms. Najuma and Mr. Dooley)

This week, Ms. Najuma's grade 10 language acquisition class focused on their summative listening and writing task for Unit 1, "Working Life." Students will receive their assessment results and reviews next week. Additionally, they began preparing for the upcoming university fair by researching three attending schools and preparing questions for the university representatives that cannot be answered through a Google search.

Meanwhile, Mr. Dooley’s Grade 10 students were very busy; we finished our work on our job advertisements and adding some key information and clarifying job requirements. The students completed their summative writing task, where they were required to create cover letters that were targeting the jobs that they researched and wrote their advertisements for. The students focused on creating their own cover letters assuming they meet all job requirements and have already graduated from university.

Grade 11 (Mr Kiefer and Ms Bartoszak)

Mr. Kiefer’s and Ms Bartoszak’s students developed their Listening and reading skills. Students practiced techniques that could be helpful for their listening paper in preparation for their Listening summative which will be next week. Students also developed their reading skills and vocabulary related to migration, immigration and asylum seekers in preparation for their reading summative assessment which they completed at the end of the week. 

Grade 12 (Ms Bartoszak)

Ms Bartoszak’s Grade 12’s students developed their reading skills. Students analysed extract about subcultures, looking at vocabulary as well as terminology. Students then in small groups categorized the subcultures into groups such as music, sport etc. and shared their grouping. They then discussed how many of the subcultures they could associate themselves with, the values they choose to follow. Students were then asked the question at the start of the unit as they reflected back and discussed they all concluded that there are too many subcultures to define themselves especially as their identity constantly changes and will continue to do so.