• Let’s Share

    19th – 30th September 2022

    We Enjoy Intercultural Understanding and Respect


    Students observed images of the functioning of government in different areas of society. They inquired in detail about the functioning of a government and predicted what could happen if one of the departments was missing. They got the opportunity to choose from a variety of ICT tools such as Canva, Book Creator, and PowerPoint Presentation to present their understanding of how the government facilitates the functioning of society and the impact of governance on society.

    Students shared their summative understanding of the unit with an interesting task.  Considering the school as a government system, they compared its functioning with that of the government. They worked in groups and chose any one department in school. They discussed and noted their observations about the role and challenges of the chosen department and suggested measures to overcome these challenges. The visible thinking routine 4Cs – (connections, concepts/ideas, challenges, and changes) was used effectively to express their understanding. Students were tuned into the new unit with the conceptual lens ’transformation’ under the TD theme ‘How the world works’.  They observed images of tools/ objects used in day-to-day lives and shared their prior knowledge about them. They also attempted to frame the central idea through a jumbled word activity. Students enjoyed co-planning the unit – they took ownership of what resources they would like to use, which learning engagements would help them learn effectively, how they would like to express their understanding and what action could arise out of this learning. They also inquired about the scientific terms – force, load, fulcrum, and effort, that would scaffold their understanding of machines.


    Students demonstrated their communication skills by writing formal letters to the Government of India on pertinent issues. Some chose to raise awareness of deforestation and illegal mining in the Aravalli Hills, whilst others commended how the government had facilitated the medal winners in the recent Commonwealth Games. A KWHL sheet was used to assess the prior knowledge of adverbs. Having shared what they already knew, what they wanted to know, and how they intended to learn it, students sorted adverbs into five common categories. They strengthened their learning by identifying action words demonstrated by characters in a ‘Tom and Jerry’ video and writing their versions of a ‘Tom and Jerry’ adventure using a range of adverbs. Students were tuned in to procedural writing by identifying verbs and adverbs in manuals. They practised the use of command sentences before writing their instructions for simple procedures.


    The week commenced with some fun sessions based on the concept of order of operations. Prior knowledge of the concept of factors and multiples was assessed. Understanding of prime and composite numbers was reinforced through a ‘Sieve of Eratosthenes’ activity. Multiple strategies such as the factor tree and division method used to factorize numbers were discussed. Students branched numbers into prime factors through artistic factor trees. They reflected on their understanding using the ‘Traffic Lights’ strategy.


    Students appeared for a formative assessment on कविता वाचन with the Kavita – ‘एक बूँद’. They listened to a story ‘गीत का कमाल’ and shared their understanding with their peers. Students understood the various elements of a story ‘कहानी के अंग’ and wrote stories on their favourite topic.


    Students recapped इ, ई, उ और ऊ matra shabad and attempted to make sentences with the same words. They listened to a story called ‘अIलसी टिड्डा’. They also recited the कविता ‘भालू आया’ to enhance their reading skills.


    Students were introduced to the vocabulary of families through an activity ‘Mi Familia’. They played a card game ¿Quien es? (Who is it?), where they answered questions related to their family members. They also learned how to describe their family members using their prior knowledge of adjectives.


    Students presented their advertisement on a ‘house for sale’ to their peers. They also attempted an assessment for learning wherein they shared their choice of season and their preferred clothing for that season.


    During ICT lessons, students were introduced to Tinker Cad which is a free, online 3D modelling tool that allows students to design models of simple machines. It is user-friendly and can be accessed with a web browser. Students were briefed about the steps to sign into Tinker Cad. They were familiarised with the basic functions of the tool like inserting shapes and adding text on a machine’s model.


    Students commenced their classes with warmup exercises aiming to build core strength. They worked in groups to create a dance composition using a 4/4time signature. They also presented their routine to their peers.


    Students learned to create a music sheet incorporating different musical terms such as bars, bar lines, and clef. They also continued practicing the song ‘Demons’ by Imagine Dragons and ‘Dynamite’ by BTS – both individually and in groups.


    In continuation to the printing process, students prepared a rough layout and finalized a pattern to make on a Lino sheet. They finalized the layout on the mini sheet and have now begun to carve the design. During this process, they also learned negative and positive space division.


    Students made an effort to develop their manipulative skills through ball dribbling drills in football. They took the initiative to demonstrate different exercises to strengthen their body muscles and flexibility.


    Students were encouraged to think of someone they are grateful for in their school community, neighbourhood, or household. They reflected on how that person has a positive impact on their lives in big and small ways. This activity helped them understand the attitude of gratitude and the positive impact it can have on our lives. Students came forward enthusiastically to share their appreciation for that person and contributed to the gratitude wall.


    “There is no ‘way to peace, there is only peace.” -Mahatma Gandhi

    During library lessons, we remembered the great leader Mahatma Gandhi who liberated & shaped our nation by propounding his ideals of truth (satya) and non-violence (ahinsa). International Peace Day and International Non-Violence Day were marked to sensitize students to promote ideals of peace among all countries and people. Students recognized the importance of establishing and maintaining peace amongst themselves.  As an extension activity, students used looks like, sounds like and feels like, a visual thinking routine to delve deeper into the concept of peace.

    ·       Peace looks like…?

    ·       Peace sounds like…?

    ·       Peace feels like…?

    ·       Peace is…?


    Multiple sessions on good touch and bad touch were held for the students of Grade 1 to 5. Each session was customized for the needs and sensibilities of the age group present at the gathering. Students were apprised about the difference between good touch and bad touch, as well as ways to identify and differentiate between the two. They were acquainted with ways to avoid unsafe situations, as well as the channels of reporting an incident at school and home. Students learned to be aware of stranger danger and how to avoid uncomfortable situations by keeping themselves safe.

  • Let’s Share

    5th – 16th September 2022

    We Love to Read!

    Celebrating the birthday of Roald Dahl – 13th September 1916


    Governments facilitate the functioning of society:

    Students researched in groups to identify ways in which governments facilitate the functioning of society. They learned that the Government of India has three pillars – legislature, executive, and judiciary. They inquired into the structure and functioning of each of these sections of government. 

    Students used 5Ws and 1H strategy to frame guiding questions to delve deeper into the Indian constitution. 

    • What does the constitution mean?
    • Why was there a need for the constitution of India?
    • Who was involved in its drafting?
    • Where was it signed?
    • When did it come into effect?
    • How does it impact the lives of citizens?

     Reference links:

    Constitution of India – Students | Britannica Kids | Homework Help

    Significance of Constitution in India | Shikara Academy

    Meaning and Significance of the Indian Constitution | Law column.

     The impact of governance on different sections of society:

    An integrated session led by DPSI subject specialists highlighted the transdisciplinary nature of inquiry and gave students an insight into how governments positively impact society in the fields of art, dance, sports, and ICT. Further, collaborative inquiries led to an understanding of the impact of governance on health, education, defence, infrastructure, and underprivileged sections of society.

    Reference links:

    Government schemes

     Happiness Curriculum


    Speeches and effective leadership

     Students viewed a range of speeches and considered:

    • What are the important elements of a speech?
    • How can we make them effective and memorable?
    • Will a speech or tone differ according to the intended audience? 

    Students reflected on why a leader needs to be a good communicator.

    Reference links:

     Adjectives and verbs

    Students continued with their novel study ‘Oliver Twist,’. They identified adjectives and explored powerful common verbs to enhance their communication skills. They applied their knowledge of the same to write a descriptive paragraph inspired by an illustration by George Cruikshank.


    The week commenced with some fun activities based on divisibility rules. Math musical chairs were played in class to reinforce the divisibility rule for 11. Students collaborated in groups and practiced word problems based on number operations. They brainstormed and shared various strategies for quick calculation. Properties of numbers were reinforced with audio-visual presentations and online tools such as ‘quizziz’.


    During their Hindi classes, students did ‘कविता पठन’ with the poem ‘एक बूँद कविता’. They identified new words from the कविता and wrote meanings. During their हिंदी दिवस activities they did आशुभाषण on various topics. They did an activity based on grammar concepts – संज्ञा, सर्वनाम, क्रिया और विशेषण. They also played games like : मुहावरों का खेल and sudoku based on मात्रा अभ्यास.


    Students recapitulated the concept of conjugation of verbs and learned to make sentences. Later, they practiced writing sentences in their journals using the correct form of AR-ER-IR ending verbs.


    Learners gained knowledge of vocabulary relating to house and furniture. They learned how to describe their house and bedroom using adjectives. They practiced writing sentences using conjunctions such as et, aussi (and, also). In the subsequent week, they exhibited their oral skills with presentations about their house.


    Students shared their prior knowledge about research skills. They learned the difference between primary and secondary research through a list of sources. Primary sources such as forms, autobiographies, and reports, and secondary sources such as biographies, newspaper articles, and textbooks were considered. Students were also familiarized with several strategies for effective research. During an integration session, they understood the importance of UIDAI- the Unique Identification Authority of India. They also learned about the features and uses of Aadhar cards. Students were acquainted with the Digital India campaign and how the government is using technology for effective governance.


    Students commenced full body exercises with 21 Surya Namaskar and started to explore 4/4-time signatures. They delved into the possibilities of creating new movements based on improvisation exercises.


    Students learned to sing “Demons” by Imagine Dragons wherein they sang individually with appropriate intonation and articulation.  They also drew a grand staff on the board to strengthen their theoretical understanding.


    Students reflected on their Manjusha artworks. They were introduced to Lino cut printing technique with an audio-visual presentation. They gained an understanding of the printing process and started to make a layout for printing.


    Students practised bodyweight exercises in which they gained knowledge about the term body weight and free weights exercise, which means body exercises performed without apparatus. They worked on maintaining the correct posture while performing exercises. Students are currently learning various flexibility exercises to develop flexibility.


    Students reflected on the journey of Rani Rampal, the youngest player on the national women’s hockey team. She participated in the 2010 World Cup at the tender age of 15. Students connected with the complex emotions felt by Rani Rampal during her childhood days. Her story left an impression on students. It helped them understand the importance of self-discipline and self-management skills in their lives.


    “One book, one pen, one child, and one teacher can change the world.” -Malala Yousafzai With the belief that there is nothing as powerful as education, the world celebrates Literacy Day every year on the 8th of September. Literacy is required for one’s social and personal development. Students discussed the importance of literacy for individuals, society, and communities. They also inquired about the literacy rate across the five continents. Students were encouraged to explore and read books by new authors. They were reminded to read mindfully keeping in mind the vocabulary, fluency, and implicit information from the text.

    Beyond Academics

    Nutrition Week

    Mr. Sparsh Phutela, MYP, and DP educator and member of the DPSI nutrition committee, delivered a session to develop student awareness of the journey of five fruits from farm to table, promoting consumption of seasonal and local produce. As a follow-up, students reflected on the session by creating posters to spread awareness about how we can minimize food wastage.

    Aravali Bachao 

    A visit from the ‘Aravalli Bachao’ NGO gave students an insight into the fragility of the Aravalli ecosystem and the importance of recycling waste.

    Science Symposium

    Students attended the Science Symposium presented by MYP students. They gained a brief insight into the scientific procedure to conduct experiments and draw conclusions, related vocabulary and the life of some eminent scientists. They were inspired by the confidence and enthusiasm of the MYP students.

  • Let’s Share

    We Can Dance!

    22 August – 02 September 2022

    Teachers’ Day Celebrations


    Types of government systems

    Students worked in groups to research  different types of government systems using the 5W and 1H strategy

    • What are the key features?
    • What are the rights/responsibilities of citizens?
    • When is a new government formed/elected?
    • Why is this government beneficial (or not) for its citizens/society?
    • How is a new government formed?

    The following links helped the research –

    Each group then presented their understanding of the chosen government system to their peers.  While each group was presenting, the other groups carefully noted the key points individually in a collation sheet.  

    Analysing government systems through graphs in Math and drawing inferences

    Students gathered pertinent information related to different types of government systems around the world. They plotted this data on a bar graph. Visual representation helped them to analyse the information and draw meaningful conclusions. 


    Students displayed their understanding of nouns and their different types using Frayer’s model. They strengthened their understanding of the application of common and abstract nouns with drill exercises.  

    Letter writing – Formal & Informal

    Students discussed and analysed various aspects (purpose, elements, and structure) of informal & formal letter writing using the visible thinking routine Think/Pair/Share. Keeping in mind usage, format, and language, they drew out similarities and differences between formal and informal writing and presented them using a Venn diagram.

    They discussed the criteria and created a checklist for writing a formal letter. They used it to write a letter based on one of the given topics. Students also attempted a spell bee activity to strengthen their vocabulary.


    Students brainstormed on various strategies to solve word problems based on number operations. Two of them were RUCSAC and GET. This helped them understand the importance of both process and product in solving any problem.

    They also recapitulated the concept of Data Handling and reflected their understanding of the same using Bar graphs. The assessment for learning was conducted using the ‘Dinner Menu strategy’ where they needed to have all the starters, choose their main course, and decide if they wished to have dessert or not after going through the menu. The questions were in order of increasing difficulty as per the menu. Starters – easy, Main course-application based, and Desert- challenge questions requiring high order thinking. Students were engaged throughout the task and thoroughly enjoyed it.


    During their Hindi classes, students identified new words from the story ‘शेर और लड़का’. They wrote meanings and framed sentences with some of these words. They also answered questions from the story. Students improved their spellings by correcting incorrect spellings (अशुद्ध वर्तनी के लिए शुद्ध वर्तनी). They also did a sorting activity where they categorized words based on gender. (स्त्रीलिंग और पुल्लिंग शब्द).

    Students also did group discussions on given topics. They demonstrated their social and communication skills during this task.

    ·       बालश्रम सही है या नहीं?

    ·       शिक्षा सभी बच्चों का मूल अधिकार है ·         सरकार के दायित्व एवं भूमिका


    Students worked in groups to sort sentences into formal and informal conversations. To enhance their speaking skills, they paired up to create formal conversation dialogues and presented them to their peers.


    Students learned vocabulary related to clothes. They were able to describe clothes with the help of colours, paying attention to the agreement of gender and number with nouns. They used their creative skills to design brochures for an imaginary boutique.


    Students were apprised of the importance of being safe and responsible online. They were shown a video presentation where they made real-life connections and promised to follow online etiquette. They discussed different ways of keeping themselves digitally safe such as – the use of strong passwords with alpha-numeric and special characters, installing antivirus on the laptop, and not divulging private information on the internet. To strengthen the concept of Internet safety, students played an online game ‘Inter land’ which is an adventure-packed game that gives hands-on practice of the key lessons of digital citizenship and safety


    Students integrated body exercises with various rhythm patterns. Contraction and extension of the spine were also rehearsed. They identified elements of dance from a dance performance and presented a lyrical dance routine on the song Dynamite.


    Students learned different musical terms such as staff, time signature bars, and bar lines. They also understood their usage in music. Students also enjoyed singing ‘Demons by Imagine Dragons’ individually.


    Students completed their pattern drawing from Manjusha Art. They went on to work on composition in Manjusha Art using the patterns they learned during the class. They have now begun colouring it.


    The rules and regulations of football were discussed with students. They performed different football dribbling drills to enhance dribbling skills and ball control. They played matches to equip themselves with the related skills and strategies of the game. In Tennis, students showcased forehand strokes and related specific exercises to strengthen muscles.


    The class was divided into four groups. Each group was given a real-life scenario based on respect, social courtesy, and ethical norms. Students expressed their understanding through illustrations and role plays. They were able to understand the importance of adapting one’s behaviour to build and strengthen relationships.


    Students browsed through a variety of magazines like Tinkle, National Geographic, Nandan, and Champak in the library. They inquired about different types of articles and their key features. They understood that magazines cater to special interests and provide more recent information than books. They also immersed themselves in reading fictional stories, comic strips, and informative columns from these magazines.

  • Let’s Share

    A Celebration of Learning

    08 – 18 August 2022


    Transdisciplinary Theme: How we organize ourselves

    Central Idea: Governments facilitate the functioning of society.

    Lines of inquiry:

    • Types of governments (Form)
    • What governments do to facilitate the functioning of society (Function)
    • Impact of governance on society (Causation)

    Students watched a presentation on Early man and his evolution over time to reflect on the need to live in an organised community. Students shared their prior understanding-

    • Early man first gained an understanding about himself – how best to survive
    • Once he had learned to fulfil his basic needs – he wanted to explore his surroundings and environment
    • This led him to want to make connections – expressing through language, art, music, etc.
    • The impact of farming on the development of communities
    • As the community grew – a need was felt for a structure that would help facilitate the smooth functioning of a community.

    Students brainstormed and discussed questions such as:

    • What is a community?
    • Can we exist alone?
    • What is the need to come together?
    • Do we need a leader in a community? Why? 

    Students came up with words like government, governor and governance. This was followed by class discussion based on these thought provoking prompts.

    •  Can a community exist without a government?
    • What do you think is the use of having a government?

    Students were introduced to the framework of the unit – Transdisciplinary theme, central idea, and lines of inquiry. They were engaged in the framing of inquiry questions relating to governments, placing them all on a wonder wall and then sorting them according to their relevance to the first line of inquiry.


    Students were introduced to note-taking. They gained an understanding about the importance and ways of note-taking. Cornell note-taking strategy was discussed in class. Based on the same, students co-created a checklist for note-taking. They applied their note-taking skills to summarise the presentation about Early man and reflected on the value of identifying key words, ideas and questions.

    To develop vocabulary, students discussed the meaning of and identified synonyms for each element of the 5E inquiry cycle: Engage Explore Explain Elaborate Evaluate. 

    Students were introduced to oral and visual presentation skills. They compared two audio-visual presentations and drew out the similarities and differences focusing on the effectiveness of presenting the information. They used the PMI -plus, minus, interesting – strategy to share their feedback about the two presentations.



    Students solved questions and word problems based on number operations in their journals. Various strategies were shared by students with their peers for quick mental calculations. Students were encouraged to write statements while solving word problems.

    One of the strategies shared with students was – STARS strategy

    Stop – do not rush with the solution.

    Think – take your time to identify the operation indicated. Look out for the math vocabulary.

    Act – calculate your answer

    Review – recheck / review

    Statements – do not forget statements

    Students worked in groups to share and discuss the different strategies they used for quick multiplication and memorizing multiplication tables.


    During Hindi classes students read Hindi story ‘शेर और लड़का’. They identified new words from the story and underlined/highlighted them. They wrote the same in their journals to build vocabulary and framed sentences to understand their application. Students also attempted a spell bee using new words from the story.

    Janmashtami Celebrations


    Students wrote class commands in their journals along with the questions that they use frequently in the classroom. ex- Puis-je aller aux toilettes? (Can I go to the washroom?), Excusez-moi madame est-ce que vous pouvez répéter? (Excuse me, ma’am, could you please repeat?). In subsequent lessons, they learned vocabulary related to clothes.


    Learners were introduced to formal and informal conversation. They did a role play in class to demonstrate their understanding of greeting someone formally and informally. They also learnt how to introduce themselves and differentiate between formal and informal dialogue. They practiced the greetings with their peers and teachers.


    Students learned about intonation and its impact on singing where they all explored different pitches and sang a particular note maintaining pitch accuracy.


    Students commenced whole body exercises with various rhythm patterns followed by a lyrical dance routine on the song Dynamite. They recapitulated elements of dance during a class discussion. Contraction and extension of the spine were also rehearsed.


    Students reiterated the features of the online app- Microsoft Forms. They learned to add and check responses, collaborate and share the link of their forms with others. To apply their learning of the tool, students created a form and a quiz on a topic of their choice.


    Students gained understanding of citation, plagiarism, and academic honesty. They looked over the information page in the books to better grasp the idea of academic integrity, which instructs them on how to behave as responsible students by not claiming credit for work that was done by others. They gained insight about the terms author, illustrator, collaborator, publisher, place of publication, year of publication, copyright, and ISBN, which helped expand their vocabulary.


    An activity was conducted where students expressed their understanding of respect and relationship. They used the Visible Thinking Routine of ‘Colour, Symbol & Image to share their views, ideas and opinions about ‘respect & relationship’. They also gave justification for their choice of colour, symbol and image. This activity helped them explore different perspectives on how to show respect and why it is important for any relationship.


    Students worked on their kinaesthetic movements while performing stretching and balancing exercises. They continued playing Football, wherein they focused on circuit training to improve overall motor skills. They also learned kicking and ball dribbling. Students were also introduced to Tennis where they learned about grip and racquet movement. In swimming lessons, students learned about body positioning. Rules and regulations to be followed in the swimming pool were also discussed.

    Class senate process: Students had an opportunity to participate in the class senate election this academic year. The entire process empowered them to understand the inner workings of the process, which started out with self-nomination, and articulation of learner profiles/qualities required to become an efficient leader.

    Thereafter, shortlisted candidates enhanced their thinking and communication skills by presenting a speech to their peers.

    Students understood the importance of voting and how every vote counts. The right to vote modelled to the young learners that they have an agency to shape the future as they put their votes in the secret ballot.

    This served as a platform to foster social-emotional learning as students experienced a wide range of emotions regarding the outcome of the election instilling in them the characteristic of being resilient.

    Celebrations: Students witnessed special assemblies on Independence Day and Janmasthami, wherein they gained information about their significance.

    Independence Day Celebrations

  • Let’s Share

    Learning to Learn


    Commencing a new academic session, it was important to get students to refresh and build on skills learnt previously and consolidate their understanding of PYP essential elements. They discussed the learner profile attributes – what they mean and how they help to develop life-long learners. Students then articulated their understanding.

    They also shared where and how they had displayed these attributes in their lives, using specific examples e.g. ‘I am open-minded as I appreciate food across cultures, and am willing to try everything once.’  Students expressed their understanding of the term internationally minded, which is at the very heart of IB education. The terms diversity, equity and inclusion were highlighted and discussed. The students used role play to convey their understanding.


    Students engaged in various ice breaking activities to get to know each other better. Connections and inclusion were discussed.  They created a web to show their common interests and connections with each other.

    A discussion on the importance of having essential agreements was initiated. Students talked about what should be kept in mind while formulating them. Ourselves, each other and the environment were the focus in Grade 5A.

    Students also set goals for the new academic year keeping in mind expectations from the current academic year. Students reflected on the skills they use to approach learning, identifying two strengths and one area for development.  They used “First… Then… But… So…” to record their thoughts and strategies for development.


    The session began with engaging team building activities.

    One of them was ‘find the target number’ where the students worked in groups to find the given target number using mentioned digits and any of the four operations. Learners were asked to think of one or more strategies and justify their answers. They shared their ideas with their peers and then with the whole class.

    Students revisited Place Value systems with a classroom engagement. They practised a variety of sums based on number systems (place value and rounding off) in their journals. 


    During their Hindi classes students introduced themselves through a wordwall.net spin game activity. They participated in an ice-breaker activity conducted by teacher with a PPT of पहेलियाँ. Students were asked to speak a few sentences about favorite famous personalities (प्रसिद्ध व्यक्तित्व) that they like. They discussed the शिक्षार्थी रूपरेखा (IB Learner profile) and then identified a learner profile attribute showcased by their favorite personality. To enhance their thinking skills, they wrote Hindi words on board related to each IB Learner profile attribute. They discussed about आवश्यक सहमति (essential agreements) for their classroom. They wrote स्वर-व्यंजन according to their वर्ग and learned उच्चारण of पंचम अक्षर.  Students also appeared for a benchmarking assessment. Students also attempted a picture sequencing activity where they sequenced some picture cards, made a story based on the same and presented it to their peers.


    The session began with self-introduction which was followed by a game. Students were given some instructions in French and they had to follow those in the classroom. The IB Learner Profile was discussed for students to identify their profiles and communicate the same to their peers. They also created their own ID-cards in the language.


    Students of grade 5 introduced themselves in Spanish through the game of ‘Chainlink’ where they discussed their similarities and differences. They were introduced to some classroom instructions. They applied their knowledge of Spanish language to give  instructions to their peers. 


    ICT class began with the discussion on essential agreements which will be followed during the classes. Students were introduced to Microsoft Forms that can be used to create surveys, quizzes and polls. They learnt about the features of the tool to create a form, add questions and images, rearrange and delete questions, collect responses and share the others.


    An introductory activity was conducted where students shared the meaning of their names, their favourite character from a movie or a book and their observations about the environment in Gurgaon. Students were then asked to unscramble the letters – Pcrtese, (respect) and lspreaointhsi (relationships); a class discussion followed. The next session was about social awareness skills that helped students understand ethical norms and responsible actions. Different situations were given and they shared their understanding of respect, social courtesies and relationships through the ‘Thumbs up and Thumbs down’ activity.


    Students discussed essential agreements which should be followed  in the art room. They discussed the significance of ‘International Tiger Day’ and made posters on the same theme. They drew different patterns of tiger skin. Later, they were introduced to different government organizations that are taking initiative for preserving Indian traditional art and learned about the traditional art of Bihar. 


    Students were introduced to a new song named “Hall of Fame” wherein each one was asked to sing and focus on intonation and articulation to improve their singing.


    Students commenced basic exercises with various rhythm patterns followed by an introduction to a lyrical dance routine on a song – Dynamite. Contraction and extension of spine were also introduced. As an integration to their current unit on ‘governance ‘students discussed the role of government institutions in nurturing performing arts.


    Students discussed essential agreements which will be followed on and off the field. They performed different body strengthening exercises to develop muscle strength and neuromuscular coordination. They also played badminton where they focused on rallying partners to improve their overhand clear and forehand drive skills. Students also learned about knock out matches and their rules.  


    Students learned about Academic Integrity which is one of the essential aspects of IB learning. The IB program encourages students to inquire and think critically and creatively. It also gives independence to students to use various sources such as the Internet, books, newspapers, magazines, and people around them for their research work. For their library session, students learned about plagiarism, collusion, duplication of work, and how to cite their sources and create a bibliography to avoid plagiarism. They also listened to the story named ‘The Empty Pot’ by Demi. They learned that it is better, to be honest than to cheat, and that honesty will bring real rewards.

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