Grade 1

This week, students had their first opportunity to write and post their own postcards! We began by reviewing the format for writing a postcard, including addressing it properly and crafting a thoughtful message. Each student then had the chance to write a postcard to a friend and post it in our classroom postbox. This exciting literacy initiative encourages both reading and writing, as students eagerly anticipate receiving postcards from their friends and enjoy the process of writing to others. It has been wonderful to see the students' enthusiasm and creativity as they engage in this meaningful activity. We look forward to seeing how this project continues to foster their love for literacy!

Grade 2

This week in Grade 2 math, we explored the concept of “strategy” in a hands-on and collaborative way! The students used a choice board to select different methods for teaching addition with regrouping and subtraction across zeros. They picked a math strategy—such as using number lines, vertical calculations, or model drawings—and paired it with a creative teaching approach. Some students made posters, while others designed games or even came up with secret codes to share their strategies.

The focus was not only on math strategies but also on how to effectively teach and solve problems, both in math and beyond. It was wonderful to see the students taking ownership of their learning and teaching each other.

Grade 3

As part of our unit, Where we are in place in time, students presented their house, designs for extreme climates. Fantastic ideas about including living underground to stay safe and comfortable. Our next div focused on continents and oceans of the world. Students used their prior knowledge to identify the continents as well as some countries within each continent. We delved deeper into the div by exploring maps and discovering highlights of each continent to build upon what students already knew. We wrapped up this week by researching student chosen countries and compiling the information into a Country Fact File. Next week we will take a deeper look at the climates experienced throughout the world.

Grade 4

This week in Language Arts, the children have been working hard to finish their information text posters. We have also begun looking at Myths, Legends, Tall Tales and Folk Tales. After discussing the key features of each story type, the children came up with examples of each and then read a sample text in groups and tried to decide which type of story they had [and find evidence to support their ideas].

In Math, the children have been working on comparing and ordering fractions, as well as recognizing and converting between mixed numbers and improper fractions. We took a lesson outside, where the children played games with the aim of making comparison statements about fractions.

In Inquiry, the children have continued to focus on discoveries and have begun thinking about the impacts that past discoveries have had on the development of our world, as well as identifying positive and negative effects that discoveries may have.

Grade 5

This week's highlight for Grade 5 was their visit to the Technology and Science Museum. The students had an amazing time exploring exhibits that connected directly to our new Unit of Inquiry: Human Body Systems. This experience provided them with a deeper understanding of what we are currently studying and offered a preview of the concepts we will be exploring in the coming weeks.

Pre-K

This week, we focused on throwing skills and color recognition in our gym sessions. We set up four colored hula hoops in different areas, each corresponding to a specific bean bag color. Students were tasked with picking up a bean bag, identifying its color, and gently tossing it into the matching hula hoop. This activity enhanced gross motor skills through aiming and throwing, while also developing cognitive abilities by associating colors. We began with an engaging warm-up featuring dancing and movement, followed by enjoyable games like Freeze Dance and Raining Tacos.

K1

This week, we integrated Tai Chi fundamentals to support the inquiry art units. We introduced the four pillars of Tai Chi Qigong: Rising Sun, Floating Clouds, Waving Leaves, and Tiger Pounce. Students also practiced breathing exercises and meditation to enhance balance, focus, and relaxation. We began with a Zumba warm-up, following the "Raining Tacos" song to energize the class. It was a productive week filled with enjoyment. We plan to continue developing these Tai Chi skills in our next session.

K2

This week, we focused on improving our collaboration and relationships. We played various games using balls and hula hoops. Students worked together to take turns rolling balls to a target but couldn't retrieve them directly. Instead, they had to pass the ball to a teammate, who would then roll it. We also practiced moving hula hoops while holding hands, trying not to drop them. These activities helped enhance communication and teamwork skills. Additionally, we played "Duck, Duck, Goose" outside for a short time and had so much fun.

K3

K3 completed their inquiry class unit on signs and directions. This week in the gym, we reinforced their learning through traffic light games and an obstacle course. Students practiced their cognitive skills by recognizing the meanings of basic traffic light signals: stop, ready, and go. They also developed motor skills through running, jumping, hopping, and crawling, building on movements learned last week. Additionally, students explored other common road signs, such as bus stops, turning right/left, and looking both ways. After the activities, we conducted a reflection and feedback session, asking questions like: "What does a red light mean?", "When do we go slowly?", and "Why is it important to follow traffic signs? "This engaging lesson combined physical education with practical knowledge, enhancing students' understanding of road safety while improving their motor skills.

Grade 1

This week in PE, wecontinued to refine our fundamental movement skills and sport-specifictechniques through small-sided games. The students revisited a variety of gamesthat we've covered so far and introduced a few new ones. The focus was onimproving form and technique while working collaboratively in teams. It wasgreat to see the children continue to develop their coordination,communication, and sportsmanship.

Grade 2

We have completed our swimming course for this academic year. A huge well done to all the children who gave their best effort over the past 12 weeks! They made significant progress and showed great dedication throughout the course.

Looking ahead, next week we return to our regular PE schedule. We will begin a new unit focused on "Over the Net" sports, starting with the fundamentals of volleyball. This will be an exciting and challenging unit where students will develop their skills in serving, passing, and setting.

Grade 3

This week in PE, we continued to refine our fundamental movement skills and sport-specific techniques through small-sided games. The students revisited a variety of games that we've covered so far and introduced a few new ones. The focus was on improving form and technique while working collaboratively in teams. It was great to see the children continue to develop their coordination, communication, and sportsmanship.

Let’s keep up the excellent work ethic and continue pushing ourselves in the final two weeks before the Christmas break! Well done to everyone!

Grade 4

We have completed our swimming course for this academic year. A huge well done to all the children who gave their best effort over the past 12 weeks! They made significant progress and showed great dedication throughout the course.

Let’s keep up the excellent work ethic and continue pushing ourselves in the final two weeks before the Christmas break! Well done to everyone!

Grade 5

This week, Grade 5 completed their swimming unit. I’m happy to share that most students worked hard to improve their skills and succeeded. Well done to them all!

In addition to swimming, we played table tennis, and continued our unit on team activities, focusing on teamwork as well as batting, pitching, and catching skills. It’s wonderful to see so much improvement in their teamwork—it’s truly great progress.

Grade 6

This week, our Grade 6 students delved into the concept of flexibility and how it contributes to overall fitness. In the first class, students learned the difference between dynamic and static stretches, discussing how each type prepares or recovers the body during physical activity. To reinforce their understanding, they were tasked with creating simple GIFs to demonstrate dynamic stretches and taking photos of themselves performing static stretches. This creative approach helped them identify key muscles involved, as well as giving them practical exercises to use during warm-ups and cool-downs.

In the second class, the students began their initial round of fitness testing. This baseline assessment gives them a snapshot of their current fitness levels and will serve as a reference point for developing personalized fitness plans next week. With both flexibility training and fitness testing underway, the students are gaining valuable insights into their physical capabilities, setting the stage for targeted improvement in the coming lessons.

Grade 7

This week, Grade 7 students completed their learning on health-related fitness, with a particular focus on muscular strength and endurance. In the first class, students participated in a variety of strength challenges. They began by competing against a partner, pushing each other to improve their technique and effort. Then they teamed up with their partners to face off against other groups, fostering both friendly competition and a supportive class atmosphere. These activities not only helped them understand the concepts of muscular strength and endurance, but also motivated them to apply themselves fully.

In the second class, the students began their health-related fitness testing. This initial assessment will provide valuable data on their current fitness levels, allowing them to track their progress over time. By the end of the week, students had gained practical insights into their own strengths and areas for improvement. They are now well-prepared to set fitness goals and work on targeted strategies to enhance their overall health and wellness.

Grade 8

Grade 8 students began their second unit, centered on health education, with a focus on the interconnected aspects of mental and physical well-being. Through engaging discussions and introductory activities, students analyzed the key elements of health and began exploring strategies for fostering holistic well-being. This unit promotes critical thinking and encourages students to take an active role in understanding and improving their overall health.

Grade 9

This week, Grade 9 students engaged in a blend of theory and practice that deepened their understanding of athletic performance and skill development. In the first class, they completed an 800-meter run and used this experience as a platform to discuss the different energy systems involved in sustaining effort at various intensities. By examining both aerobic and anaerobic contributions, students gained insights into how these systems work together during different athletic events and how training can optimize performance.

The second class focused on skill-related fitness. Students visited multiple stations, each designed to target a specific skill-related component such as speed, agility, or reaction time. They utilized technology like speed trackers to gather real-time data, assess their performance, and set goals for improvement. This hands-on approach helped them connect the theory of skill development with measurable, practical outcomes. As a result, students left the week with a stronger grasp of both the physiological and skill-based aspects of their fitness journey.

Grade 10

This week, Grade 10 students participated in a practical lesson where they completed a fitness test focusing on a variety of aerobic and anaerobic exercises, assessing their performance in different areas of physical fitness. Students also took part in a collaborative activity where they became "experts" invarious fitness components. Each student was assigned a specific fitness component and prepared a short presentation to teach their peers. Their presentations included a definition of the component, its importance in sports with specific examples, how to test it, ways to improve it, and a related activity or quiz to check understanding. This activity helped students deepen their knowledge of fitness while fostering collaboration and communication skills.

G6 EAL

This week, students continued their I&S research in our amazing CISH library, finalizing documents for UNIT 2’s projecton 'Ancient Civilizations'. Tuesday’s hands-on activity involved building parallel and series circuits with copper tape, pill batteries, and diodes, integrating Unit 2 Science vocabulary, procedural verbs, and ATL skills like Information Literacy and Critical Thinking. Later in the week, students completed IXL tasks, group jams, and guided demonstrations, reinforcing concepts as they may appear in a WIDA assessment. To wrap up, they engaged in a mindfulness session and completed a CanGlory comprehension activity exploring the '8 Features of a Civilization'. It truly was a productive week andour students are to be commended for their active participation.

G7 EAL

This week, the focus was on enhancing language acquisition and content comprehension through targeted formative feedback, IXL diagnostics, and science literacy activities. Following the “Friday Four Skills Review Quiz,” individualized formative feedback was provided, with low-performing students receiving differentiated support to address gaps in language and content understanding. Retakes were encouraged, allowing for both language practice and content mastery. The IXL diagnostics were used to monitor students' language proficiency progress, enabling personalized learning goals and tailored support. In science, students reviewed key concepts related to buoyancy, using language structures like causeand effect and process sequencing, essential for developing scientific literacyin an EAL context. Vocabulary instruction centered on independent variable, dependent variable, hypothesis, and other science-specific terms, with scaffolding in multiple languages (Mandarin, Japanese, and German) to ensure equitable access to content. Emphasis was also placed on collaborative learning through peer interactions, encouraging language development through social scaffolding. Students reflected on their learning processes, utilizing meta cognitive strategies to self-correct errors and consolidate new language structures. Visual aids, bilingual glossaries, and model answers supported comprehension and retention.

G8 EAL

This week in Grade 8 EAL, we worked on reviewing important concepts in Science and I&S while continuing to practice vocabulary and critical thinking. On Monday morning, we focused on satellites, learning about geosynchronous and asynchronous orbits, their applications, and their benefits and disadvantages. In the afternoon, students practiced theirweaker language skills using IXL, focusing on grammar and writing. On Tuesday morning, we began with a true/false quiz on needs vs. wants on Canglory. We then discussed sustainability, human consumption patterns, high-consumption societies, and ecological footprints. To apply these ideas, students discussed various ways to reduce ecological footprints. In the afternoon, we started the Science end-of-year review, covering motion, Newton’s laws, balanced andunbalanced forces, net force, speed/average speed, and motion graphs. On Thursday morning, we continued our Science review, focusing on kinetic and potential energy, the law of conservation of energy, and energy transfer. Students solved example problems and practiced explaining these concepts. Finally, on Friday morning, we reviewed space hazards, the electro magnetic spectrum, and the Doppler effect. Students used visuals and diagrams to better understand these challenging topics. It was a productive and engaging week that helped students connect their learning to real-world examples while preparing for their summative assessments next week.

G9 EAL (Mike Hammett)

This week, our G9 EAL students continued their focus on reviewing vocabulary and practicing how to use it in both short and long-answer questions. We began the week with discussions about chemical reactions and the decline of Old Kingdom Egypt, which led later in the week tostudents revisiting the Old Kingdom in either an OREO (Opinion, Reason, Explanation, Opinion) reading analysis and writing activity, or, for our most advanced learners, a letter-writing activity persuading a museum to create anexhibit celebrating the Old Kingdom’s legendary unifier, Narmer. We also spent time this week reading and identifying the physical properties of matter, and, later on, how these contrast with their chemical properties. A video about physical and chemical changes sparked further discussion about chemical reactions, and their associated vocabulary. Finally, we ended the week with areview of chemical cycles, chemical families and the periodic table, which we will continue to investigate in the coming week.

G10 EAL (Ayana Najuma)

This week, Ms. Najuma’s grade 10 EAL class began using the PEEL strategy for paragraph writing, aiming for consistent weekly practice. As usual, we reviewed vocabulary for I & S, highlighting that students are not reviewing at home despite being encouraged to do so for 15-20 minutes each night. The students completed a few short comprehension passages and collaborated on Coal-Fired Power Station energy calculations.

Grade 1

This week in Grade 1, we focused on exploring the letters G and R in detail. The students did a lot of reading and writing, concentrating primarily on phonetically accurate words as well as words ending in -el, -er, -en, and -e. We also examined the letters on a sound level, such as identifying sound positions within words. Additionally, the children enjoyed listening to stories from our Book Advent Calendar.

Grade 2

This week, the class focused on double consonants after short vowels. The students identified and practiced writing such words in exercises. They also reviewed and practiced cursive writing for the letters D and d.

In the reading div, the students worked with poems from the reading book. They practiced reading and reciting them aloud, analyzing their structure, and creating their own short poems based on the examples provided.

Grade 3

This week, the students worked on nouns related to time concepts, feelings, and states. They practiced identifying and using these words in various exercises.

In addition, the class read three differently graded texts about hair from our reading book. The students completed workbook exercises focused on reading comprehension and careful reading.

Grade 4

This week in German class, we focused on compound nouns. The students learned to identify the base word and the defining word in compound nouns. We also worked with nouns ending in -heit, -keit, -nis, -schaft, and -ung, practicing how these endings change the meaning of the base word.

In the reading book, we explored poems. The students practiced reading aloud and discussed the structure and style of the poems. They also worked on presenting poems with expression and clarity.

Grade 5

This week in Grade 5, we had a creative writing session where students drew Imagine… cards and wrote their own stories, guided by specific literary prompts. Additionally, we started a new grammar topic that focuses, among other things, on compound words.