Education

Vision

To offer an exceptional educational environment that develops compassionate, ethical and global citizens who are equipped to achieve their potential in education, work and life.

Mission

• To prepare students for an ever-changing and challenging world.
• To instill in them a passion for learning and a spirit of inquiry that integrates practical and intellectual perspectives.
• To help students grow into responsive and responsible global citizens.
• To foster in them respect and care towards others and the environment.
• To provide the school community an environment that is a blend of universal values, pedagogy, and innovation.

Welcome to A New and Exciting Academic Year 2022-23

Class Crest

MYP 1E Blog- August

MYP 1E video- Class video MYP 1E

Language and Literature	We began the new academic year with a short description of our summer vacation. We used the 5W and1H strategy to write the paragraph. We discussed the command terms and framed essential agreements for our class. Then, we set our goals for the first term and listed them on ManageBac. This was followed by a grammar recap where we attempted a quiz to share our understanding of parts of speech. We revisited the uses of commas and semicolons and attempted a task sheet on it. We were introduced to the unit, ‘Building intercultural understanding through short stories.’ We applied our critical thinking skills to analyze a short story from Indian folklore called ‘Birbal Ki Khichadi’ and established a connection to the unit’s Statement of Inquiry. This was followed by an introduction to Freytag’s pyramid where we learned about story structure and the essential elements of a story. We read a short story, The Golden Touch’.  We analyzed its structure using the Freytag’s pyramid and identified the different parts of exposition, inciting incident, rising action, climax, falling action and resolution by writing them in a table.  We are currently revisiting the concept of active and passive voice.  Aarna Jain MYP 1E
Science	Science! It is complicated, yet intriguing and connected. Subjects included in science are Chemistry, Physics and Biology. Our science class is compiled of all these subjects. It is known as ‘Integrated Science’. Until now, we have meticulously studied the basics of science.In our very first lesson, we understood that ‘Science’ is nothing but the pillar of our real life. We also understood and revisited command terms. Through an interactive class discussion, we classified their corresponding meanings. After we were done with this, we noted down the unit details in our journals. Which included the Unit’s name, Key Concept, Related Concepts, Global Context, and Statement Of Inquiry (S.O.I.). Next, we learned about the SI system, physical quantities, types of physical quantities, and the symbols used to measure those quantities. This was followed by learning about density and the formula of how density is measured. We also solved few numerical on density as well.We unfolded the concept of ‘Scientific Method’ utilizing an airplane activity. We collaborated in smaller groups and worked to fulfil our objective, making a paper plane, in our own style. All of us used the same paper but made different kinds and sizes of the planes. Using the statistics from this activity, we formulated research questions, hypotheses and inquired more into the ‘Scientific Method’.We also measured the distance covered by each plane and understood the concept of Aerodynamics.   Maalvikaa Sharma MYP 1C
Individual and Societies	We started our academic year with an introduction to a new subject ‘Individuals & Societies.’ After learning what we will explore in the subject, we gave a quick introduction to know more about each other and our subject teacher. On day one, we also shared our skills in a bonding activity. Next day, we were introduced to the units planned for this term. Our mentor explained the different concepts we will be doing throughout this term and discussed the new terms in the Middle Years Programme . We understood the concept of Global Contexts, Key Concepts, Related concepts and were informed about term end assessments. The next class, we took an activity to list all the Transdisciplinary themes we had understood in the previous grade level. We were asked to arrange ourselves as per our birthday month and we grouped in three. Keeping our allotted theme in mind, we had to select a global context referring to the document shared with us in the welcome mail by our form tutor. After we selected our Global context, we had to choose three explorations. Also, our group was asked to choose a unit that we had done in the Primary Years Programme and choose a picture that related to the unit and analyse it through the chosen Global Context.We presented our research and understanding using Google Slides which included why we had chosen that picture, the specific Global Context and exploration. In the final class for this activity, all groups recreated the modified work on paper for the showcase on the classroom softboard.Moving to our first unit, we noted down the unit details which led into a discussion on the different Key Concepts and Related Concepts used in the subject. To get an idea on how to frame questions for the topic or unit, we then learnt about the three types of inquiry questions-debatable, conceptual and factual. We all actively participated and inquired on the different types of questions and formulated questions based on history. In the next class, we understood what history is and why it is necessary to study it. Continuing our journey into history, we carried our learning deeper to learn the two types of sources, primary and secondary. We looked at a presentation on primary and secondary sources and took extensive notes on what is a primary source and examples of the source. We tried to think of more examples and understood the differences between primary and secondary sources by using them. We are, now delving deeper into our understanding of the unit.  Siya Abhinandan, MYP 1A
Mathematics	We began the new academic year by setting Math goals for ourselves. We discussed the command terms and framed essential agreements for our class. This was followed by a recap where we attempted a quiz on number systems. We revisited the Indian and International number system and attempted a task sheet on it. We were introduced to the first unit – Playing with numbers. In groups we researched different number systems like Egyptian, Mayan, Roman and Greek and shared our understanding through a presentation. We wrote number names according to the Indian and international number system. We expressed our understanding of different types of number systems using the 3Ys’ global thinking routine. We reflected on why different numbers matter to us, to the people around us and to the world. We also justified that by learning about different number systems we are catering to our global context – fairness and development. We read a case study – ‘the impact of vaccination on COVID cases’ and identified the number system used in the case study. For our unit-led service as action, we were divided into groups of 3 and we researched about the Braille system and suggested places where braille cells should be implemented to help the people with reduced vision.  Raunak Taneja MYP 1A
Language Acquisition	FRENCH- EMERGENT  We began the new academic year with a joyous ice breaking activity in we expressed ourselves by creating individual ‘mood meter’ for our school, about coming into MYP and meeting our old French teacher. We made use of emojis, French words and phrases to represent our emotions, hence integrating it to our social emotional learning. In another ice breaking activity, we brainstormed French words commonly used in English to build our vocabulary. We displayed our thinking skills and self-management skills. Our prior knowledge was assessed through creation of story maps in groups about the concepts we had learnt in PYP. We thought of creative, innovative ideas to make them. We explored the French book- MYP by concepts and identified words similar to English. We enhanced our vocabulary and got an insight of what we’re going to learn this year in French.  Dishita Bakshi MYP 1B Spanish We started our Spanish classes with an inquiry on the origin of the language. We learnt and recalled Spanish culture and festivals. We then, partnered to create posters of our understanding. Tuning into our first unit, ‘Self, Family and Friends’ we first deliberated on the unit details. This was followed by sharing our understanding using the KWL Visual Thinking Routine.   We wrote what we know, what we want to know and what we will learn using the We revised ser, estar and tener verbs, its uses and conjugation. We examined examples and understood how we write, ask and answer nationalities of females and male of different countries. We learnt numbers and professions and practiced how to ask and reply to questions about age and occupation.  This culminated in an exciting activity where we made passports of different countries as the final product of our understanding. We had fun Tuesday where we participated in games such as ‘Simon says’ ‘Spanish whisper’  ‘ touch the colour’ and quizzes. We also practiced introducing ourselves by saying our name, age, nationality and profession in the language. We revised names for family relations and made a family tree.  Girika Nagpal MYP 1D     Hindi In past week we had a lot of fun in the Hindi classes. We introduced ourselves to each other by sharing our hobbies and interest. We attempted reading, writing, and speaking assessments through various activities. We then tuned into the unit, Me, Friends, and Family and read a story ‘ऐसे ऐसे’ on which we then created a role play. Vaishnavi Rajauria MYP 1A
E-Portfolio	PHE In our PHE class, we started with some fun and creative thinking activities using visible thinking routines, one of which was Think, Pair, Share. We were introduced to Physical and Health Education and what we must expect from the subject. We framed essential agreements with our teacher and peers. We unveiled the Unit plan and learned about our Key concepts, Related Concepts, and the Statement of Inquiry. We also did various relationship building and fun activities in our classes. We explored and discussed the concept of fitness and exercises and inquired into how sports play an integral part in the overall development of a human being. Akshita Oberoi MYP-1 D  Visual Art Our visual arts classes started with a brainstorming session where we discussed the term ‘Visual Arts’. His was a collaborative activity and we shared our understanding of the term with our peers.This was followed by a discussion where we understood how the subject requirements change from the PYP curriculum to the MYP curriculum. We then did an activity where we wrote our names in bold letters, drew multiple lines from one end to another and then coloured it with warm and cool colours, box by box, thereby showcasing our prior knowledge about the colour theory.This was followed by an introduction to the unit and its details.   Girika Nagpal, MYP 1D  Theatre The beginning of theatre classes this term, was filled with a bunch of fun activities. As our introduction, we played an activity called “Name Ball”, where we imagined holding and playing a ball, coming to the centre of the room, and enacting the meaning of our name. Post this, we would pass this imaginary ball to someone else, and the chain would follow in the same way. Our next activity was called Spaghetti, where our classmates gave each other an emotion or a situation to enact. Post all these, we ventured into spin-a-yarn and made a story by giving our inputs as a class. We have already started creating the play and will be introducing puppets and forms of shadow puppetry in an introductory mode.  Oviya Nakul and Avantikaa Puri MYP 1D Dance We started off our dance lessons with an exciting activity in which we were divided into groups and were given four simple questions to answer about ourselves. We had to give the answers not in words, but with movements. In groups, we wrote down what we thought were the essential elements for an impactful performance in the order of priorities. We then discussed our thoughts and understood what the actual order of the elements was, and the reasons behind it. We explored the unit details and the key concepts, related concepts, global context, and based on which we understood, our statement of inquiry. We also learned about the G.R.A.S.P strategy used for summative assessments. We learned extracts of K-pop and jazz dance routines.  Girika Nagpal  MYP 1 D   Product Design On the first day of Product Design class, we had a meet and greet session wherein we introduced ourselves and talked about our strength and weakness. We also enjoyed ‘hot potato’ a fun activity we had in class. In the next class, we discussed the unit details. We discussed the key concept, related concept and global context. Then, we discussed various stages of the design cycle in detail.  We discussed about the GRASP model which would be used in our tasks and assessments. In the next class, we discussed the Sustainable Development Goals. Our teacher discussed the tasksheet for Criterion A strand (i). This helped us to understand how the criterion is used for tasks and assessments. We explored SDG 11 to frame the design problem. We are looking forward to having more fun filled interactive design classes. Advik Anand MYP 1E Digital Design: We started our Digital design classes with fun activities. We played a small fun activity called Hot Potato in which we had to pass an imaginary potato with challenging rules. Then, we had a discussion on the stages of a design cycle followed by a short movie titled ‘Soar’ which was based on how the design cycle endlessly works throughout any designing process. We then, discussed Key concepts, Related concepts, and Global Contexts. In our following class, we inquired into Sustainable Development Goals. We discussed the GRASP model in the class and started exploring the SDGs to frame our design problem. We are looking forward to having more fun filled interactive design classes.   Anshika Yadav  MYP 1A

MYP 1E September Blog

Language and Literature	We began the new academic year with a short description of our summer vacation. We used the 5W and1H strategy to write the paragraph. We discussed the command terms and framed essential agreements for our class. Then, we set our goals for the first term and listed them on ManageBac.  This was followed by a grammar recap where we attempted a quiz to share our understanding of parts of speech. We revisited the uses of commas and semicolons and attempted a task sheet on it. We were introduced to the unit, ‘Building intercultural understanding through short stories.’ We applied our critical thinking skills to analyze a short story from Indian folklore called ‘Birbal Ki Khichadi’ and established a connection to the unit’s Statement of Inquiry. This was followed by an introduction to Freytag’s pyramid where we learned about story structure and the essential elements of a story. We read a short story, The Golden Touch’.  We analyzed its structure using the Freytag’s pyramid and identified the different parts of exposition, inciting incident, rising action, climax, falling action and resolution by writing them in a table.  We are currently revisiting the concept of active and passive voice. Aarna Jain MYP 1E
Science	Science! It is complicated, yet intriguing and connected. Subjects included in science are Chemistry, Physics and Biology. Our science class is compiled of all these subjects. It is known as ‘Integrated Science’. Until now, we have meticulously studied the basics of science. In our very first lesson, we understood that ‘Science’ is nothing but the pillar of our real life. We also understood and revisited command terms. Through an interactive class discussion, we classified their corresponding meanings. After we were done with this, we noted down the unit details in our journals. Which included the Unit’s name, Key Concept, Related Concepts, Global Context, and Statement Of Inquiry (S.O.I.). Next, we learned about the SI system, physical quantities, types of physical quantities, and the symbols used to measure those quantities. This was followed by learning about density and the formula of how density is measured. We also solved few numerical on density as well. We unfolded the concept of ‘Scientific Method’ utilizing an airplane activity. We collaborated in smaller groups and worked to fulfil our objective, making a paper plane, in our own style. All of us used the same paper but made different kinds and sizes of the planes. Using the statistics from this activity, we formulated research questions, hypotheses and inquired more into the ‘Scientific Method’. We also measured the distance covered by each plane and understood the concept of Aerodynamics.   Maalvika Sharma MYP 1C
Individual and Societies	We started our academic year with an introduction to a new subject ‘Individuals & Societies.’ After learning what we will explore in the subject, we gave a quick introduction to know more about each other and our subject teacher. On day one, we also shared our skills in a bonding activity. Next day, we were introduced to the units planned for this term. Our mentor explained the different concepts we will be doing throughout this term and discussed the new terms  in the Middle Years Programme . We understood the concept of Global Contexts, Key Concepts, Related concepts and were informed about term end assessments. The next class, we did an activity to list all the Transdisciplinary themes we had understood in the previous grade level. We were asked to arrange ourselves as per our birthday month and we grouped in three. Keeping our allotted theme in mind, we had to select a global context referring to the document shared with us in the welcome mail by our form tutor. After we selected our Global context, we had to choose three explorations. Also, our group was asked to choose a unit that we had done in the Primary Years Programme and choose a picture that related to the unit and analyse it through the chosen Global Context. We presented our research and understanding using Google Slides which included why we had chosen that picture, the specific Global Context and exploration. In the final class for this activity, all groups recreated the modified work on paper for the showcase  on the classroom softboard. Moving to our first unit, we noted down the unit details which led into a discussion on the different Key Concepts and Related Concepts used in the subject. To get an idea on how to frame questions for the topic or unit, we then learnt about the three types of inquiry questions-debatable, conceptual and factual. We all actively participated and inquired on the different types of questions and formulated questions based on history. In the next class, we understood what history is and why it is necessary to study it. Continuing our journey into history, we carried our learning deeper to learn the two types of sources, primary and secondary. We looked at a presentation on primary and secondary sources and took extensive notes on what is a primary source and examples of the source. We tried to think of more examples and understood the differences between primary and secondary sources by using them. We are, now delving deeper into our understanding of the unit.     Siya Abhinandan, MYP 1A
Mathematics	We began the new academic year by setting Math goals for ourselves. We discussed the command terms and framed essential agreements for our class. This was followed by a recap where we attempted a quiz on number systems. We revisited the Indian and International number system and attempted a task sheet on it. We were introduced to the first unit – Playing with numbers. In groups we researched different number systems like Egyptian, Mayan, Roman and Greek and shared our understanding through a presentation. We wrote number names according to the Indian and international number system. We expressed our understanding of different types of number systems using the 3Ys’ global thinking routine. We reflected on why different numbers matter to us, to the people around us and to the world. We also justified that by learning about different number systems we are catering to our global context – fairness and development. We read a case study – ‘the impact of vaccination on COVID cases’ and identified the number system used in the case study. For our unit-led service as action, we were divided into groups of 3 and we researched about the Braille system and suggested places where braille cells should be implemented to help the people with reduced vision. Raunak Taneja MYP 1A
Language Acquisition   Spanish: French: Hindi:	FRENCH- EMERGENT French lessons started off with various ice breaking activities in which we revised the daily conversations of greeting and saying goodbye, playing with numbers, and pronouncing the French alphabets. We played games such as guess my word, unjumble the word to recapitulate our vocabulary as well as had a quiz on the French culture and civilisation. We also had two Flip Learning Classes also where we had to do two tasks. The first task was to create an identity card for ourselves which contained all our information in French. The second task to create our family tree with all our relationships in French. We could do these tasks either on paper or online. This was a very different and fun week for us as this was the first time we had. We are excited to get to know more about the current unit.   Jaiveer Narula  MYP 1A   Spanish We started  our Spanish classes with  inquiring about where the language came from. We learnt and recalled Spanish culture and festivals. We then, partenerd to create posters of our understanding. Tuning into our first unit, ‘Self, Family and Friends’ we first deliberated on  the unit details. This was followed by sharing our understanding using the KWL Visual Thinking Routine.   We wrote what we know, what we want to know and what we will learn using the We revised ser, estar and tener verbs, its uses and conjugation. We examined examples and understood how we write, ask and answer nationalities of females and male of different countries. We learnt numbers and professions and practiced how to ask and reply to questions about age and occupation.  This culminated in an exciting activity where we made passports of different countries as the final product of our understanding.   We had ‘Fun Tuesday’ where we participated in games such as Simon Says,  Spanish Whisper, Touch the Colour, and quizzes. We also practiced introducing ourselves by saying our name, age, nationality, and profession in the language. We revised names for family relations and made a family tree.    Girika Nagpal MYP 1D   Hindi In the last few weeks, we have been having a lot of fun in our Hindi classes. We started by introduced ourselves to each other in Hindi and shared our hobbies and interests. We attempted reading, writing, and speaking assessments through various activities. We then tuned into the unit, Me, Friends, and Family and read a story ‘ऐसे ऐसे’ on which we then created a role play. Vaishnavi Rajauria MYP 1C
E-Portfolio   PE: Dance: Theatre: DD: Arts:	Theatre The beginning of theatre this term was filled with a bunch of fun activities. As our introduction, we played an activity called “Name Ball”, where we imagined holding and playing a ball, coming to the centre of the room, and enacted the meaning of our name. Post this, we would pass this imaginary ball to someone else, and the chain would continue in the same way. Our next activity was called Spaghetti, where our classmates gave each other an emotion or a situation to enact. Post all these, we ventured into spin-a-yarn and made a story by giving our inputs as a class. We have already started creating the play and will be introducing puppets and forms of shadow puppetry in an introductory mode.   Oviya Nakul and Avantikaa Puri MYP 1D     PHE In the first lesson, we decided to play any sport of our choice. This was a great way to start PHE lessons and we bonded with our peers through a sport of our choice.  In the next class, we had a class discussion on why fitness is important and how it affects the human body. Then we started our first unit, ‘Fitness through sports’ where we wrote down the unit details and understood the importance of fitness. We brainstormed about the definition of fitness and importance of fitness in day-to-day life as well after the class discussion. After inquiring into the importance of fitness, we tested our flexibility with an activity to see how far we could stretch by touching our toes with our hands (sit and reach test). Individually, we understood how flexible we are and discussed ways o improve flexibility. Then, we played an exciting game of basketball against each other and an entertaining round of dodge ball. We are finding this unit very interesting and are looking forward to delving deeper! Akshita Oberoi  MYP 1D
Digital Design	We started our Digital design classes with fun activities. We played a small fun activity called Hot Potato in which we had to pass an imaginary potato with challenging rules. Then we had a discussion on stages of the design cycle followed by a short movie titled ‘Soar’ which was based on how the design cycle endlessly works throughout any designing process. Then we discussed Key concepts, Related concepts and Global Contexts. In our following class, we inquired into Sustainable Development Goals. We discussed the GRASP model in the class and started exploring the SDGs to frame our design problem. We identified a problem and used a mind map to analyse possible solutions. We are looking forward to having more fun filled interactive design classes.    Vaishnavi Rajauria  MYP 1A
Product Design	We began the MYP 1 session with a fun activity: Snowball Fight. In this activity, we were given a sheet of paper, and we had to write three things about ourselves without disclosing our names. Then we had to crumple up the sheet and throw it around the room for thirty seconds. After this, we picked up a ‘snowball’ and read what was written. We had to try and guess who wrote the message. This activity helped us to learn more about each other, like a brief introduction. In the next class, we discussed the unit and wrote the unit details in our journals. Then, we were introduced to the Design Cycle. Image: We saw an image of a treehouse and did the “Think, Puzzle, Explore” VTR (Visible Thinking Routine). We then learned about different types of treehouses by watching a video. In the next class, we will choose one and create a prototype of the selected model. Bhavika Singh Punia,  MYP 1B

MYP 1E October Blog

anguage and Literature	​​After acquiring a thorough understanding of formal letter writing, we   were  introduced to informal letters. We read informal letters and collaborated with our peers to create a checklist of the essential elements of what an informal letter must have. We used our critical thinking skills to list the differences and similarities between formal and informal letters. This gave us  a clear idea of how to write a formal letter. We were then introduced to the use of persuasive appeals in formal letter writing. We gained an understanding of how to express ourselves in the formal letters  using credibility, emotion, and logical facts. They were called; ethos, pathos, and logos. We have started our second unit called “Language in Communication”. We initiated it with a class discussion on the meaning, role and the connection of “Language in Communication” in daily life. Here are a few responses by our peers. Peer responses: Akshita Oberoi: The meaning of language in communication is using different techniques and ways in our language to communicate meaning or purpose to an audience. Vedanshi Singh: You can use different forms of language to communicate. Nandini Prakash: You can use language in communication by using poetic devices. Tuhinn Mishra: Language in communication means how well you can use language to express your opinion or point of view efficiently. This helped us to acquire clarity on our second unit. We then started our inquiry into non-literary texts. We were introduced to the diary entry format and the use of descriptive words while  writing. We viewed a presentation and co-constructed a checklist with our teacher on the key elements of  diary writing . We then wrote our first draft using visual prompts where we had to create the narrative choosing one character’s  perspective in the given texts.   Amaira Alavadi
Science	During the first few weeks of September, we revisited and shared  our understanding of our unit by creating a unit end reflection. We engaged in  an interactive activity with our peers in which we conducted various types of activities in our separate groups and inquired about the types of changes involved. We tuned into the next unit by being  introduced to the two types of changes -physical and chemical. We then  performed a number of activities in various scenarios to understand the difference between chemical and physical changes. This was followed by an exploration into the different types of energies involved in changes which surround us and how it gets transformed from one form to the other.  We constructed a spider web in our journals and listed the various forms of energy with their examples. We are now designing an investigation on the factors affecting the rate of evaporation. – Avantikaa Puri
Individual and Societies	We started our inquiry on civilizations with one of the earliest civilizations- the Mesopotamian civilization. We identified the main features of the civilization, its time period and geographical location. The Mesopotamians had their own form of writing and we understood their architecture and style. We also inquired about  the artifacts that they made which provide us with first-hand information about the civilisation. We further gained   knowledge about the code of Hammurabi which was a crucial part of the earliest set of laws. After the Mesopotamian civilization, we started exploring the Indus valley civilization. The Indus valley civilization was formed in modern-day Pakistan and Northern-India. To further enrich our experience, we had an exciting art activity. In one of the classes we went to the art room and used clay to create our own artifacts from The Indus valley civilization or the Mesopotamian civilization. We made dice, checkerboards, seals and statues. This helped us cultivate our understanding about the artifacts and develop understanding about interdisciplinary learning.   RANVEER GOKULGANDHI
Mathematics	We started our new unit – Points, Lines, and Angles with an entertaining game testing our prior knowledge of this topic. This was followed by learning what points, lines, and angles are. Moving on, we learned the 3 classifications of angles; Right, acute and obtuse angles along with the basic types of lines such as; ray, line segment, and line. Then we learned some terms to describe 2 lines such as parallel, intersecting and perpendicular lines. To have a better understanding of this topic we found real-life examples in our daily lives. We then played the classic game “Simon said” with a fun twist. Instead of doing actions like patting our heads, we had to make different lines and angles using our bodies. For example, if we were to mimic a pair of intersecting lines, we would then cross our arms to form an “X”.   Everyone adored this game and now had a crystal clear idea of this topic. To prepare for our formative assessment we measured all types of angles, and named many different lines. We played a game on Blooket to summarize everything we learned.    Vedanshi
Language Acquisition	Hindi In past week we completed our summative assessments. We started our new unit My city. In this we discussed about what we will learn in this unit. We also practice criteria C in which we orally present our thoughts on topics’ मेरे सपनों का शहर’. We also discuss about what is good city and created features of it. Vaishnavi
E-Portfolio	Visual Arts We approached the end of our first unit, ‘Outlook’ and were given an insight into our summative assessment. For the assessment, we sketched a folk art landscape incorporating the elements and patterns from the folk art chosen by us previously. Later, we painted our sketches using vibrant shades of watercolours. Through this assessment, we learnt how to give a transparent effect in the background with paints and showcased the relationship between light and shadow effectively. In the last class, we self-assessed our folk art landscape, however, a detailed feedback and the final grades were given by our teacher. Towards the end, we were also introduced to our next unit, ‘Timeless Fashion Traditions’ for which we are eagerly waiting. Dishita Bakshi
Physical and health  Education	In the past  month, we have been meticulously learning about ‘Fitness Through Sports’ through various means such as videos, case studies, practical application/examples and more. In the theoretical classes  we watched an inspiring video on Mr. Neeraj Chopra’s career story.We applauded the known figure as he is an exemplar of our current unit, ‘Fitness Through Sports’. Later after watching the video, we answered a set of questions related to Mr. Neeraj Chopra’s career journey based on the certain values he displayed in order to become a well-known and successful figure in athletics.In the next theory class we watched an informative and enjoyable video explaining the functions and parts of the skeletal system. Afterwards, we were quizzed on our prior – knowledge while answering verbal questions about the skeletal system and its structure. The class then had to form groups, maximum of 3, and format their opinions on the role of the skeletal system (its benefits, its function, its parts) in a presentation which would then be presented in the following classes.Our Task 2 also took place in this month .The task was to fabricate and format a daily 7-day plan to achieve a particular skill in one of the two provided sports basketball and table tennis. Students plotted their work on chart paper and displayed it neatly for others to see. We were also instructed about the importance of nutrition and sleep time/water intake in a daily plan as we added the following into our assessments.Whereas in the practical classes we were permitted to play table tennis, badminton, basketball and football. Through actively playing the aforementioned sports, we gained a deeper knowledge on the rules of the game and how fitness can be implemented through the sport by improvement and dedication.   Maalvikaa
Product Design	Past few weeks have been quite happening. After finalising our design sketch, we documented the list of materials and process flow diagram as a part of Criterion B strand iv. We then performed an activity, where we were introduced to various tools of our Product design lab, such as right angle, saw, sandpaper etc. We were given a log of wood, from which a piece of 1.5 inches long was cut. Our teacher introduced us to the concept of tools and materials in the Product design subject. This activity helped us to work on our Criterion C Planner, where we documented various resources (both tools and materials) required for our final product.  Different types of logical planners were discussed and we have to select one for our documents. We are really looking forward to creating our products now.   Maanya Singal
Music	We  understood how to formulate major and minor chords. Then we learnt how to play them on the piano, and how to identify them too. Later, we began our task which was to create our own happy song, with the lyrics and music while including the five  musical elements. We  chose our buddies and  wrote a proposal and artistic intention. In the proposal, we had to write all our song details, and the artistic intention was a one-liner statement which summarized everything. This activity helped us apply our  learning in  real-life.   Bhavika Singh
Digital Design	We continued working on our games and started working on Criterion B. In the first strand we wrote down the aesthetics, environment, customer, software used and function we want our design to be as or for. Then, in strand two we created 3 design ideas (ways we can execute our game) through a website named storyboard and included elements like characters, information, backgrounds and so on in each design idea. After that, we did strand 3 in which we had to conduct a survey asking our target audience (people from games 8-12), ourselves and an adult to give feedback on design ideas and inform us what design idea they prefer. The design idea with the most positive feedback is the one that we will then be picking for our game. Finally in strand 4 we created a detailed version of our game on storyboard and also gave a detailed description for the same scene by scene. Now we will start working on criterion C in which we actually start creating the game.   Akshita Oberoi
Theatre	The last few classes we completed our task 1 received feedback on it. We worked on our shadow puppetry boxes. We also wrote the script that we would perform using those puppet boxes. We created our own puppets and we have started performing in our class. We focused on watching the performance as an audience and giving constructive feedback to our peers to improve the performance. We explored voice modulation, puppet handling and lights to make the performance interesting and engaging for the audience. AVNI

MYP 1E November Blog

Language and Literature	As part of the unit, Language in Communication we continued our inquiry on stylistic devices and their role in effective communication. We read a short story, There Will Come Soft Rains by Ray Bradbury to analyse the use of imagery, figurative devices, and other elements in written texts. Through texts like Anne Frank: The Diary of a Young Girl, and web articles on internal monologues, we were able to co-construct a checklist on the conventions of monologues. This was followed by writing diary entries and internal monologues. We are currently inquiring into the techniques of compare and contrast analytical writing using genre, theme, mood, tone and purpose as key elements of similarities and differences.  Soham Guha
Science	During the first few weeks of October, we began our exploration of the various types of energy resources including renewable and non- renewable energy sources. We watched a Ted-Ed video to understand the existence of energy in the universe and discussed our views in class. We acquired knowledge about conservation of energy and energy transformation that takes place in our day to day lives. We created a mind- map for various types of energy and played a quiz to reflect upon our understanding. We further explored what an ecosystem is and learnt how various biotic and abiotic components are interlinked and dependent on each other through the concept of food chain and food web. We drew an ecological pyramid in our journals, completed our notes and will now continue with revision for our upcoming Formative Assessment. Girika Nagpal
Individual and Societies	In the past few weeks, we learned about cardinal directions, North, East, South and West. A fun and easy way we used to remember them in their order was the phrase ‘Never Eat Soggy Waffles’. We practiced with a few task sheets and also learned about the Compass Rose. We were introduced to Maps, we did this interesting activity where we created our own island with a volcano. We gave it a name, direction, symbols, measurements and other elements. Later we got introduced to the different types of maps like Political Map, Physical map, Thematic Map, and Ordnance Survey map. We got to know what they are and where they are used. We learned about reading a map, reading its directions and through the grid reference.   Girika Nagpal
Mathematics	Last  month, we started unit 2 by recapping the types of angles, how to measure them and the types of lines. During the unit, we learned about the types of triangles based on sides and angles. We also learned how to do A.S.P.T and E.A.T with triangles. Then, we did an investigation, through which we learned about vertically opposite angles and linear angle pairs. After learning these topics, we started doing questions from the textbook and worksheets. Then, we learned about the types of quadrilaterals which we did a practice on using worksheets. We also learned the angle sum property of quadrilaterals. After learning these topics, we finished the unit by attempting our SA. Before attempting the SA, we filled a form for the unit end reflection. After unit 2 ended, we began the new unit by doing an activity where we would be split into groups and would have to write the rules for different operations with fractions. Then we revised the types of fractions, comparison of fractions, conversion of fraction and addition and subtraction of fractions by solving a few questions. After this, we watched a video through which we learned how to do fraction division and decimal multiplication.   Daiwik Puri
Language Acquisition	Spanish This month, we started with our new unit called ‘Mi ciudad’ (My city). We started the unit by writing the definition of towns, neighborhoods.  We also learned about the directions using a compass. In the next class we learned about the different places we find in a city like monuments, broad streets, churches, cinemas, etc. After learning the different places, we watched a video on a city. While watching the video we wrote what was there in the city. In the next class we were given a practice sheet, where we had to answer the given questions that were related to the video. Ishita Chadha Hindi We started off with a new unit which is “My City”. The first task we had was to describe our dream city and what all qualities it should contain, this task was based on criterion C. Through this task we learned that  we should always think good about the society, community and ourselves. Secondly, we reflected on what good qualities a city can have and how to improve the condition of a city, We learned what  different things can make a city perfect and how. Subsequently, we started working on criterion A, the task given to us was to watch a video and answer some questions. We later had our FA which was on criterion A. Aarzoo Agarwal
Visual Arts	A summative assessment on the unit ‘Outlook’ was conducted for which we chose a folk-art form from around the world to create a beautiful folk art landscape. However, the challenge was to use as many colours as possible which related to our key concept “aesthetics” and make at least 6 different patterns using water colours to enhance the beauty of our creation. We then created another landscape composition using pencil shading techniques to improve the mistakes we made in our summative. Following this startling and colourful activity, we unpacked our second unit ‘Timeless Fashion Traditions’ and noted down the unit details. “In this age, we as students transit from a child to adult and are much more conscious about the way we look”, so, to help us with this challenge, our teacher planned an SEL activity for us in which we had to sketch a self-portrait without drawing any of our facial elements such as eyes, nose or lips but instead draw any one of them which we think is the best feature of our face and colour the portrait using oil pastels. After this amusing activity we are now learning how to draw a 10-head fashion figure. Priyanshi Nagpal
Physical and health  Education	We began the month of October by learning about Injuries in Sports and how to prevent them. Our teacher divided us into groups, and we created presentations after researching about the topic. Later, we presented our understanding to our peers. After this, task 2 (Planning for performance), we chose a sport and made a plan on how to improve a specific skill in it. For example, Agility in Basketball. Task 3 was all about performance. In this formative, we performed the sport we chose, reflected and analyzed the effectiveness of our plan and the strengths and weaknesses of our performance. We began learning about General and Dynamic Warmup. We all are looking forward to delving deeper into this concept, as it is a very exciting one. Bhavika Singh Punia
Product Design	This month, we started working on Criterion C, Creating the Solution. Strand 1 was to create a step-by-step, easy to understand plan for creating the solution, including the time needed and materials required. Once the panner was ready, it was an amazing journey after that. The creation of the products has never been that fun. We started creating our tree houses, using cardboard and sun board. The roof shapes and the colourful housed. Our houses started to take up shapes now. Really looking forward to the completion of the products and then finally start with the evaluation.   Shivansh Pathak
Music	Throughout the month: We worked on task 2 in which the objective was to form and present an idea of the music we were going to compose in task 3. After finishing task 2, we started with task 3, in which we had to create and perform the composition. Everyone started working on their music via online piano and physical instruments. Task 3 was due on 13th November, and the options to showcase our performance was either by recording in school or at home, and then uploading it on a google drive. Hence we composed our own songs and musical pieces. Now we are preparing for task 4, which is a reflection and summary of the entire unit. We will reflect on our performances and our entire journey, respond and self-critique our own work. We had a lot of fun and learning experiences throughout the entire month during our music lessons.   Ranveer Gokulgandhi
Digital Design	We completed our Criterion B (Developing Ideas) in which we designed several design ideas on Storyboard.that, a platform to make free comic strips. We further received feedback from our peers, seniors and target audience about the respective design ideas. We subsequently chose a specific design and created an extended version with increasingly more details. After the completion of Criterion B, we started designing our game, which is Criterion C (Creating the Solution). We created a plan to help us sort out and schedule the process of creating the game for Strand 1, Criterion C. Furthermore, in Strand 2 – 4, we started and completed creating our game on an application known as Scratch.mit.edu. We clicked images of the process while designing our specific game and showed the process in Strand 2, Criterion C. The coding of the game required various types of blocks which we used to complete our finished game. All our games were based on the design specifications from Criterion B and were truly diverse as each student had chosen a unique problem, resulting in a diversity of games being created by us and we completed Criterion C   Ahaan Kashyap
Theatre	For the past few weeks we have been exploring Shadow theatre performances as individuals. After completing the creation of our shadow puppetry boxes and puppets, we worked on the script of the performance. We played theatre games exploring voice techniques. We then did individual rehearsals for our performances based on famous short stories. We received feedback from our facilitator and the peers to improve our performances for the final Task 3 Presentation. We viewed and reviewed some of our peers’ performances and gave detailed feedback. It was fun watching shadow puppetry performances and its execution with lights, sounds and dialogues. Anvi Dhawan