Arts Highlights

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CISH

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PYP VISUAL ARTS (Zeynep Kavas)

This week, Grade 1 students continued to explore different art forms related to their classroom unit of inquiry, "Stories to Tell". They participated in various art-making activities, such as creating shadow puppets, paper plate masks, and dioramas, to utilise as props for group storytelling.

This week, Grade 2s were given the opportunity to revisit some of their favourite art-making activities and complete unfinished projects. This not only allowed them to consolidate their learning but also gave them the chance to practise and improve their skills.

During the current week, Grade 3 learners participated in a paper cutout stop-motion animation activity. This fun and exciting task entails taking a sequence of static pictures and playing them back to give the impression of movement.

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This week, Grade 4 students continued to practise basic sewing techniques, like the running stitch, to get ready for Grade 5 visual arts. They started by stitching on paper to develop fine motor skills, then progressed to sewing fabric squares to create a pocket or pouch.

Grade 5 students spent the week creating self-portraits with oil and soft pastels, inspired by Amadeo Modigliani"s style. They included his signature features of long faces, slim necks, and almond-shaped eyes while experimenting with colours and textures for depth and mood.

MYP Arts

MYPVisual Arts

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MYP VISUAL ARTS (Roxane Joubert)

This week Grade 6 engaged in a drawing challenge to get their creative juices flowing. Using reference images of iconic artworks, we continued our exploration of composition whilst honing our understanding and command of the Elements of Art.

Grade 7 made several abstract artworks exploring negative and positive space this week. This process journal task also challenged their understanding of LINE, SPACE, SHAPE and TEXTURE as they attempted to render Op Art illusion of water ripples, waves and shears.

Pleasing progress continues to be made during our lively Grade 8 exploration of Street Art processes and techniques. This week resulted in a bold array of graphic artworks that reflect our students’ growing understanding of this iconoclastic art movement.

With the commencement of the exam week, Grade 9 took some time away from the art Visual Arts department to focus on their studies. Looking back, we can confirm satisfactory progress and look forward to sharing our final stop motion animations next week.

CISH

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EY Music (Darren Bayotlang)

K1-Fast and Slow - a song activity, "Take My Little Car for a Ride,” students develop an understanding of tempo and dynamics in music through movement and creative expression, culminating in a colorful and engaging performance using the colorful cars they painted at the beginning of the class.

K2- Call and Response - The music lesson focuses on the movement song Yes You Can, where students encourage to repeat the phrase “YES YOU CAN” when it occurs in the song. Students will develop an understanding of the song"s message about encouragement and support.

K3-SOLFA “so-mi-so-la”: We can identify these notes by singing and playing them on Xylophone!

PYPMusic

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PYP MUSIC (Michelle Zhang)

This week for Grade 1. Students reviewed to the songs “Five more days till vacation” and “She’ll be comin’ round the mountain”, play rhythmic games according to the prompts in the song. The students also held a group competition to deepen the cognition of pitch knowledge by answering questions.The students also played other music games in class.

This week for Grade 2. Students reviewed the song “Here comes a bluebird” ,we sing songs ,create and illustrate verses. Students were grouped in class,play Trivia Wheel games with dynamics and beat.

This week for Grade 3. The Students rehearse the programaccording to their own preferences and specialty and are ready to display it in next week’s music class.They are doing a great job.

This week for Grade 4. In the music class,we sing,play games and watch music videos together.They are doing a great job.

This week for Grade 5. The students are rehearsing the graduation program.(Singing songs menories) The students who did not perform last week performed the program this week. They are doing a great job.

MYPDrama

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MYP DRAMA (Jonny Turvey)

In Grade 8 Drama this week, students have been finishing off their summative task in the "Personal Expression" unit, which gave them options to create either a short script, a short story, or something more performance-based. The group that chose to perform, presented their work to the rest of the class, while the others submitted their work. This week"s focus was on creativity and personal expression, allowing students to explore their own interests and talents. Overall, it was a successful week in which students were able to showcase their individual strengths and creativity.

EAL Highlights

CISH

G1 Beginner EAL (Whitney Hartford)

This week in EAL, we reviewed parts of speech, practiced sentences writing and read the story “Pete the Cat Takes the Train”. Students practiced identifying verbs, nouns and adjectives in a sentence. Students chose the verbs in sentences and then played a separate game to identify verbs in a sentence.

G1 Intermediate EAL(Hercus Theron)

This week, we reviewed some grammar. We remembered when to use ‘is’, ‘am’, and ‘are’. Then we looked at using ‘there’. As in ‘there is’ and ‘there are’. We also used ‘there’ as a question. For example ‘is there?’ and ‘are there?’

G2 Beginner EAL (Whitney Hartford)

This week in EAL, we read the story “Skating and Hopping” and practicing verbs with ing. Students identified the ing verbs from the story and wrote sentences using these verbs. Students also practiced identifying which the correct spelling for each verb such as when to drop the e and when to add a double consonant.

G2 Intermediate EAL(Hercus Theron)

In EAL class this week, we reviewed some important grammar concepts. We talked about when to use "is", "am", and "are", as well as how to use "there" in sentences. We also looked at irregular past tense verbs. In addition to reviewing grammar concepts, we also worked on our reading comprehension skills.

G3 Beginner EAL (Whitney Hartford)

This week in EAL, we read the story “Lost in the Fog” and answered comprehension questions. We talked about getting lost or loosing something. Students individually read the story and we discussed the sequence of the story and how the dog was found.

G3 Intermediate EAL(Hercus Theron)

This week in class, we focused on improving our grammar and writing skills. We reviewed when to use past tense verbs and practiced writing sentences using past tense verbs. We also worked on reading comprehension by reading stories and answering questions.

G3 Intermediate EAL(Chris Marionni)

In Mr. Marionni’s G3 Intermediate EAL, students read the short story “Nature’s Rainbow”, discussed the story in detail, answered story questions (both verbally and in writing), and focused on story vocabulary using visuals. On Wednesday, students reviewed parts of speech and, in pairings, participated in a parts of speech review activity that also included a lot of laughs!

G4 Intermediate EAL(Hercus Theron)

In this week’s EAL lessons, we worked on improving our language skills through grammar, reading, and writing activities. We reviewed past tense verbs and practiced using them in sentences. We also worked on reading comprehension and had a short oral activity to practice the grammar that we learned.

G4 & G5 Beginner EAL(Whitney Hartford)

This week in EAL, students learned about indoor and outdoor chores. We studied different chores to do around the house. Students identified the different chores by drawing and playing a matching game. Students played a Kahoot about outdoor and indoor chores.

G5 Intermediate EAL(Chris Marionni)

In Mr. Marionni’s G5 Intermediate EAL, students read the short story “Funny Faces”, discussed the story in detail, answered story questions (both verbally and in writing), and focused on story vocabulary using visuals. Later in the week, students reviewed parts of speech and, in pairings, participated in a parts of speech review activity that also included a lot of laughs!

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EAL Class

G6 EAL (Stanley Kirilenko)

Grade 6 began this week with a WIDA practice review as this is the last testing week. Students read and discussed their previous WIDA practice reading exercises, and helped each other with advice on expectations for the test.

G7 EAL (Matthew Mackey)

This week in EAL, we worked on finishing any summative work for other classes. In ASA, we worked on any homework that we had and studied for the WIDA tests this week. In I&S the students finished their summative. The I&S summative is about recognizing perspectives.

G8 EAL (Richard McNamara)

In preparation for their final test and summative end-of-year exams, students practiced timed science informational and descriptive writing exercises similar to the WIDA test. In Science, students completed their summative assessments. They finished their electronic chemical bonding unit by completing both their visual organizers and summative assignments. In I&S, students took their summative exam and concluded their Global Inequalities unit by taking a formative test.

Design Tech Highlights

CISH

Design Class

Grade 6 students have successfully completed criteria C in Unit 3, culminating in the production and submission of their sustainable city projects. The atmosphere throughout the week was filled with energy and excitement as students eagerly showcased their final products for the year. This assignment has proven to be an excellent opportunity for our students to develop their skills as proactive global citizens, fostering a deep understanding of sustainability and encouraging innovative thinking. Their dedication and growth throughout the process have been truly remarkable, leaving us inspired and proud of their achievements.

Grade 7 students have accomplished a significant milestone by successfully fulfilling criteria C in Unit 3, which involved creating and submitting their sustainable UN SDG photoshopped posters. The entire week was abuzz with enthusiasm and anticipation as students diligently worked on completing and presenting their final products for the year.

Our Grade 8 students have reached a milestone in this unit as they completed the submission of their UN SDG-aligned food or fashion products, signifying the conclusion of Criteria C. Through the integration of global awareness, creativity, and refined production techniques, these students have showcased their unwavering dedication to global responsibility, while simultaneously developing their social ATL skills.

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