校长寄语
亲爱的家长朋友们：
深美这学期的学习内容非常有趣，我希望你们和我一样对此感到兴奋！我们的学生在“Are You Ok？”心理关怀月、阅读嘉年华等活动上，闪闪发光。这些活动不仅有趣，而且有助于建立一个强大、互相支持的社区。
非常感谢您的支持，并积极参与到我们学校的活动中。你们的存在和热情让一切都不同，并真正激励我们所有人！
让我们将继续保持这一势头，为我们的学生们创造一个积极正面和激情澎湃的环境！我们可以一起帮助他们取得更伟大的成就！
好运！
学术校长Joseph
Students are excited and eager to learn in week two of our unit. All students have been assigned Jobs from the list we learned last week, they will research their job and then create a job journal and put in all the things they learn. The journal will contain various information about the job and also three sentences in English and Chinese that the students will learn over the course of the unit.
在IB蒙氏班级中，学生们很热爱学习，并对知识感到兴奋。通过这段时间的学习，他们已经了解到了不同的学习内容，和工作种类。他们会研究自己的工作，然后创建一份工作日志并记录所有内容。工作日志包含了各种信息，并用中英双语来描述学习内容。
In our unit "Who We Are", we explored the concept of friendship by engaging in a variety of interactive activities designed to encourage social connections among the children. We played cooperative games that encouraged teamwork and communication, helping the children understand the importance of working together. Through storytelling and role-playing, the children learned about different emotions and how to express them appropriately within their relationships. We also practiced sharing and taking turns, reinforcing the values of empathy and kindness.
在IB课程“我们是谁”的单元学习中，我们通过以下方式探索了友谊的概念，旨在鼓励孩子们与社会之间的联系。我们玩合作游戏，鼓励团队合作和沟通的游戏，帮助孩子们明白一起工作的重要性。通过讲故事和角色扮演，孩子们了解了不同的知识，情绪以及如何在自己的能力范围内适当地表达这些情绪。我们还练习了分享和轮流，强化同理心和善良的价值观。
Our first grade students dedicated this unit to researching into their projects. After 6 weeks of investigating through the use of the inquiry cycle, the students created beautiful posters and models that represent their content knowledge and understanding. At the end of 6 weeks, they extended an invite to their family, friends and peers to a mini exhibition of learning!
我们一年级的学生用了6 周的时间，通过探究的方式来研究他们的学习单元：世界如何运作。学生们制作了漂亮的海报，来展示他们的学习内容和对此的理解。六周结束后，他们举办了小型的学习成果展，向他们的家人、朋友和同龄人展示他们的学习成果！
In second grade, students chose an animal that they wanted to learn more about. Next, students did a 6 week long research project about that animal, including where it lives, its life cycle, and adaptations that is has. Students then created a habitat box to show everyone what that animal's habitat looks like. After, students used clay to show the life cycle of their animals. Students also studied non-fiction texts, and wrote a non-fiction informational book to teach readers about their animal. In the end, students became animal scientists and taught their parents and peers all about their animal! Grade 2 will make wonderful researchers in the future!
在二年级，学生们都成为了动物专家！通过六个星期的学习，他们研究了自己选择的动物，去探索学习它的情况，包括栖息地、生命周期和独特的适应性等内容。最后他们通过手工的方式，用盒子、黏土等材料，创造了动物们的栖息地，并编写上一本详细记录了动物特性的小绘本。最后，同学们通过与家长和同学一起自豪地展示他们作品的方式，分享了自己所学习的内容。二年级学生们正在成为未来的研究人员！
In Grade 3’s “How the World Works” unit, students explored the impact of inventions on our lives. They designed and built models like a water system, windmill, and greenhouse, while learning about famous inventions and how they evolved over time. This hands-on project helped them understand how forces and energy drive innovation, and deepened their appreciation for how inventions connect us and improve our world.
在三年级的“世界如何运作”学习单元中，学生们探索了发明对我们生活的影响。他们设计并建造了模型：就像水系统、风车和温室一样，同时了解了著名的发明以及它们如何随着时间的推移而演变。孩子们还做了手工项目，帮助他们了解能量如何驱动创新，加深了他们对发明的理解，并且连接到我们真实的生活中，去改善我们所生活的地球。
Grade 4 has enjoyed exploring the theme “Where We Are in Time and Place.” They investigated historical explorations, learning how these journeys shaped individuals and society. For their end-of-unit project, students created an Explorers’ Timeline hallway exhibit, showcasing exploration motives and their impacts. Working in roles like project managers, researchers, and crafters, they embraced teamwork and the spirit of discovery.
四年级的学生们喜欢探索“我们所在的时间和空间“这个学习单元。”他们探索了历史发展，学习了历史变迁如何塑造了个人和社会。在这个单元学习结束时，学生们创建了一个探索者时间轴展览，来展示探索动机及其影响。通过角色扮演的方式，如孩子们扮演经理、研究人员和工匠等角色，以激励他们的团队合作和探究精神。
Grade 5 has enjoyed exploring pivotal moments in history in their “Where We Are in Time and Place” unit. They’ve compared events on timelines and focused on the Roman Empire’s expansion, including creating edible Roman roads and writing newspaper articles about Boudicca’s revolt. Each student has also been
researching and creating history documentaries and news broadcasts on a pivotal moment of their choice. They’re excited to present their videos to Grade 4, sharing their discoveries.
五年级这几周的学习主题和四年级一样：我们所在的时间和空间。他们根据时间线的发展，通过事件比较的方式，研究了罗马帝国的扩张，包括学习了修建可食用的罗马道路和撰写有关布狄卡叛乱的文章。每个学生都研究和创作了历史纪录片和新闻，并通过广播等方式传播所学内容。同时，他们还很兴奋地向四年级的学生展示他们制作的视频，分享他们的发现。
In November, Grade 4 and Grade 5 students enjoyed an exciting Functional HIIT (High-Intensity Interval Training) session at the F45 Seaworld Gym. Guided by professional trainers, they participated in exercises that built strength, resistance and teamwork, while learning being reminded of the importance of warm-ups, proper form, and cool-downs.
11月，四年级和五年级的学生们享受了一场激动人心的活动：他们在F45 Sea World体验了一场HIIT（高强度间歇训练）课程。在专业培训师的指导下，他们做了增强力量、抵抗力和团队合作方面的练习，老师还提醒孩子运动中，热身、冷静和适当运动形式的重要性。
In our “Where We Are in Place and Time” unit, students are discovering how music connects cultures and histories, reflecting themes of migration and shared human experiences. By studying “Horse with No Name,” students engage with ideas of exploration and identity, drawing parallels to migration stories. To prepare for International Culture Day, they have been rotating through instruments—piano, bass, guitar, drums, and voice—to choose the one that best fits their needs for the performance. This project deepens their appreciation for music’s power to bridge communities and celebrate our global heritage.
在“我们所处的时间和空间”的单元学习中，学生正在探索音乐如何连接文化，并反映共同的人类经历，比如移民和身份。通过《无名之马》的学习，他们将其与移民故事进行了类比。孩子们还为国际文化日做了准备工作，学生们轮流演奏乐器钢琴、贝斯、吉他、鼓和声乐等乐器。这个项目增强了他们对音乐桥梁作用的理解，并庆祝我们的全球遗产。
