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.
- 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
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
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
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
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
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
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
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
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