Class Blog

January

Language and Literature	Over the last few weeks, we have been exploring works of translation. We watched a TED Talk and listed the key elements of translated works. This was followed by a presentation where we applied our note-taking skills to list the role of context, culture, audience, and linguistics for effective translations. We explored the narrative structure by reading short stories and plotted them according to the Freytag Pyramid. Our creative thinking skills were enhanced through a collaborative story-writing activity, Catch the Tale, wherein every group created separate parts of the story and exchanged them with peers, resulting in a diverse collection of narratives.     Maalvikaa Sharma MYP2E
Maths	We started the term with an exploration of  2D and 3D shapes. We learned about various types of symmetry, such as linear symmetry, angle of rotation, and rotational symmetry. These concepts helped us understand the properties and characteristics of different shapes more comprehensively. We then moved on to a new topic known as parallel lines and transversals. In this topic, we explored the relationships between angles formed by parallel lines and a transversal. We learned how different kinds of angles are formed, like corresponding angles, alternate interior angles, and more. Based on that, we even solved some practice questions to enhance our understanding and application of these angle relationships. The next topic we covered was area and perimeter, where we even did some activities to calculate the area and perimeter of various shapes. Some activities we did were unjumbled vocabulary related to the topic and solving basic shape formulae. Then we practiced solving the area and perimeter of different shapes, like trapeziums. Next, we learned how to calculate the apothem of a shape, which was a completely new topic for us. We practised finding the area of different regular polygons using apothem. Then, next was circles where we started with different parts of a circle.  We investigated the value of Pi using a hands-on activity. As we went into more depth on the topic of circles, we learned how to find the area and circumference of a circle using formulas.   Aarna Jain
I&S	In January, we began our unit on the Dynamics of the Environment. We unpacked the unit and understood the connection of the unit with the global context of ‘Orientation in Space and Time’ and the statement of inquiry based on the human impact on the environment’s ecological aspects. Further on, we learned about the difference between climate and weather. We did an engaging activity to understand this concept better and see how it is visible in our daily lives as well. We then went on to understand biomes and their different types. Currently, we are doing our formative assessment which is a presentation activity on the biome of our choice. This presentation includes us inquiring into the flora and fauna of our biome, the human impact, various adaptations, and so on.   -Akshita and Garvit
Sciences	We initiated an engaging class discussion on the interconnectedness of our Unit Details. We explored the real-life applicability and several other nuances of the Unit Details, which allowed us to set the groundwork for the upcoming syllabus. Intrigued by the concept of elements and compounds, we revisited our prior knowledge by delving deeper into the intricacies of the first 20 elements of the periodic table. We discussed several concepts including electronic configuration, valency, compounds, noble gases, and atomic structure through engaging class discussions, promoting the spread of diverse perspectives, and forming new connections. Additionally, we covered an important concept called ‘Bonding’, which we were introduced to by understanding the real-life compounds utilized in our household. Exemplifying the true spirit of collaboration, we aimed to focus on practical knowledge implications by developing posters about various compounds in groups. This activity stemmed from the concept of compounds and provided us with an understanding of the importance of compounds. Moreover, we held several sessions on ‘Bonding’, where we understood the applications of Ionic Bonding and Ionic Compounds. To further deepen our knowledge of the aforementioned concepts, we held a practical experiment in the chemistry laboratory to distinguish between ionic and covalent compounds, by identifying their properties through testing water solubility and electric conductivity. In conclusion, February has been quite an informative month as we reinforced our academic knowledge through Criterion D (real-life applications), and fostered a more inquisitive mindset.   Maalvikaa  Sharma MYP2E
Visual Arts	We started the term by immersing ourselves in our unit ‘Snapshot,’ where we delved deep into the art of expressing our unique identity and personal background through creative means. Our journey began with a thorough exploration of the side and front profiles, honing our skills in creating lifelike portraits to understand the intricate details of facial features and dimensions. Moving forward, we delved into the captivating world of Cubism, delving into the masterpieces of Pablo Picasso and unravelling the secrets of crafting Cubist portraits that intricately capture individual characteristics. Our artistic exploration then led us to the realm of typography, where we experimented with creating portraits using words and letters as symbolic representations, gaining insights into the profound value of this art form and mastering its nuanced execution. Transitioning to the vibrant realm of Pop Art, we delved into the expressive power of various shades and colors in portraying individuals in our artwork, meticulously crafting each piece to reflect their essence. Presently, our artistic journey has led us to the study of historians, where we are delving into diverse art techniques to skillfully depict these influential figures, ensuring a faithful representation of their values and rich historical legacy.  Akshita Oberoi, MYP 2B
Dance	We started the term by discussing our topic, Dance Around Us.  We discussed the unit details and created connections to the title. In the second class, we did an activity where we created stick figures doing a certain pose or dance step to understand different movements better. We later imitated the steps we had drawn and understood the meaning of how actions can contribute to different stories. Then, we understood our task 1 (Investigation) and what the topic was, we had to choose any one traditional dance form from any of the 28 states in India. We could choose our cultural dance or any other traditional dance which we would later perform with a mix of western dance. We got to know about our task 2 which was not only the process journal but a case study, artistic intention, and artistic choices. We discussed it and understood how it would be done and what our investigation would be about. In the next two classes, we were told about the case study that we needed to include in our task 2, the case study was about a dance performance, and we had to analyse the dance through the costume, lighting, colours, setting, and a lot more. We discussed the video and understood its importance and deep meaning. We identified the cultural influences, personal and group identities, identity exploration, personal connect, and dance elements followed by completing our tasks 1 and 2.                 Nandini Prakash, MYP 2A
French Phase 1- Nivedita                                       Phase II- Deeksha	Phase 1 Over the past month, we did several activities related to our unit, ‘Travel and Vacations.’ One such activity was ‘Mountains or Beaches’ wherein each learner completed the sentence given with their preferred destination. The majority favoured beaches over mountains, providing valuable insights into our vacation preferences. This activity facilitated the development of self-management skills, as it encouraged us to utilize our thoughts and inputs constructively. Additionally, it enhanced our creativity, collaboration, and critical thinking skills as we worked in pairs and shared our preferences. In addition, the learner profile attribute cultivated during this activity includes reflection, as we pondered our choices and gained a deeper understanding of our travel choices. Through this engaging activity, we also explored the advantages and disadvantages of various destinations, learning about diverse cultures, and cuisines, and the enjoyment of relaxation with family and friends. This entire process has empowered us to acquire new skills and expand our knowledge of the unit.   Aranya Singhal       Phase II We began the new term with an engaging song, from which we deduced the theme of our unit and expanded our French vocabulary. Our new unit, “Les Vacances,” focuses on vacations and travel. To kick things off, we participated in an icebreaker activity on Jamboard where we expressed our opinions on vacations in French. We practised using verbs related to vacations, such as “to go” (Aller), “to leave” (Partir), and “to travel” (Voyager). Reviewing these verbs helped reinforce our understanding of verb conjugation. We also took notes in our journals on various modes of transportation. In subsequent lessons, we dedicated time to reviewing the concept of time in French. We learned how to construct sentences to indicate time. Additionally, reading materials and comprehension-based itineraries or brochures were provided on ManageBac. Later, we revisited “Le futur proche” (the near future tense) and composed sentences using this grammatical structure. As we had a Formative Assessment approaching, we diligently prepared by completing comprehension task sheets, as this assessment pertained to Criterion B. The FA was successful, and we discussed the questions together in class. One of our homework assignments involved creating a comprehensive comic strip in French about vacations. Through this activity, we honed our communication skills, effectively conveying our opinions on vacations through visual storytelling. Following the FA, we received feedback and embarked on a new task related to digital citizenship, which tied into our current unit on vacations.    Ranveer Gokulgandhi
Spanish	Emergent – Ms. Saumya Saxena We started with our cool new unit, Travel and Vacations right after we came back from our winter break adventures. We started by sharing all the awesome stuff we did during our time off. Then, we dove into all the stuff you have to do before you go on a trip, like planning, packing, and getting tickets. We learned a bunch of important words and action words for all that stuff. After that, we talked about what to pack in our bags depending on where we’re going and what we’ll need. We also talked about fun things to do on vacation, like making new friends, trying new foods, and doing fun activities. We played a super fun game called “RAPID FIRE” to test how much we remembered. And then, we did this cool interactive activity to see how good we are at writing and using different verb forms. It was awesome! Girika Nagpal MYP 2
Hindi	In this month we delved deeper into our unit, as we participated in a case study related to the negative human impact on the environment. We were divided into groups by our mentor and were assigned to analyze the problems, challenges faced while addressing, and possible solutions that could be implemented. After this, we began reading comprehensions (Criterion B). We read many articles online about travel and vacations and had active class discussions. Our mentor would quiz us about different phrases, and we would write down new vocabulary and answers in our journals. Our mentor also introduced the exit ticket strategy, where we would write a new word that we had learned, before leaving the class. After a formative assessment, we were then introduced to the topic of blog writing (Criterion D) and narrative (वृत्तांत). Currently, we are understanding the respective formats and the differences between them. We look forward to a more interesting and inquiry-filled term ahead of us.     Bhavika Singh Punia MYP 2D
PE	In our ongoing Physical and Health Education (PHE) classes, we’ve been actively engaging in both online and offline activities. Here’s a brief recap of what we’ve accomplished so far: Online Classes: – At the beginning of term 2, we focused on revising key concepts in athletics, such as track and field events, and running strategies such as types of race starts. These online sessions served as valuable refreshers for our understanding of fundamental athletic principles. Offline Classes: – Transitioning from virtual to physical, we’ve participated in practical sessions to apply our theoretical knowledge. Specifically, we’ve dedicated time to practising and conducting trials for various athletic races, emphasizing techniques and form. – Recently, we explored the realm of gymnastics, particularly focusing on pyramid formation. This hands-on activity allowed us to develop coordination, balance, and teamwork skills in a dynamic environment. Overall, our PHE journey in term 2 has been marked by a combination of theoretical learning and practical application. From revisiting athletic fundamentals online to engaging in hands-on activities offline, we’ve been actively involved in expanding our knowledge and honing our physical abilities.   Namita Khullar MYP – 2E

November

Language and Literature	In the month of October, we explored the depths of graphical text by  being encouraged to read our graphic  novel for the term, Illegal by Eoin Colfer. We practised a task sheet on mise en scene and blog writing. Lastly, we started with comparative analysis of texts and concluded the month with a practice sheet on compare-contrast and ended the month by doing a task sheet on compare and contrast. By: Kyra Hamrapurkar
Maths	Our primary focus for the month of October has been to …focus on the concept of set theory. We started the unit by understanding what sets are and how we use them in our daily lives. We explored various symbols to represent the types of sets also known as set notation. We attempted many practice questions and revision sheets to clearly understand the foundation of this unit. We further delved deeper into this concept by learning about how we can present universal sets, union sets, and intersection sets using the help of a Venn diagram. We then created Venn diagrams in groups using topics from old newspapers and tried to add the mentioned notations. This concept was interesting and easy to adapt to and this concept has helped us with a real-life connection or understanding..Aakanksha Mitra
I&S	We discussed the Renaissance period and how it led to the age of exploration. We understood the significance of humanism and exploration during this period. We worked upon our research and collaboration skills by working in groups to find the cause and impact of the exploration done by our chosen explorer. We familiarised ourselves with the information of various explorers such as Christopher Columbus, Ferdinand Magellan, Marco Polo, Vasco da Gama and many more. OviaMYP 2D
Sciences	We began the month with learning about the reaction of metals with oxygen. We observed the burning of magnesium ribbon in the lab and the formation of iron sulphide by heating iron and sulphur in a china dish. We explored the effect of oxidation of metals in statues and discussed its implications. We explored how living things like plants and animals perceive their surroundings and respond to it by learning about tropisms and adaptations. We acquired knowledge of phototropism and gravitropism and the concept of stimulus and response in plants and animals.
Product Design	Once we completed our design phase in Criterion B, we eagerly delved into the most thrilling aspect of our subject – crafting our product in Criterion C. we inquired into the concept of a logical planner, which we then applied to our individual designs. Following this, we organised ourselves into groups of four based on the types of products we intended to create. Each group collaborated to refine their designs, gather the necessary materials, and, with great enthusiasm, began shaping our projects. Aariv Chaudhari MYP 2A
Visual Arts	During this month, we continued our study on the two-point perspective technique. We were assigned our unit one, task 3 which was to create a  composition of a city block keeping in mind that it had to include: six buildings with windows and doors and streets should include crosswalks, vehicles, city lights and three signs. This activity improved our creative thinking skills and helped us understand the objects we see in our day to day life in a city. In conclusion, our task 3 enhanced our understanding of the two-point perspective technique and point of view during this task.  Aasiya Zehra Husaini and Demira Sabharwal  – MYP 2A
Dance	The dance classes in past weeks have been all about dance task 3: Performance. It is about choreographing your own dance and then presenting it to your teacher, based on the genre one chose in task 1. In our first class, our teacher elaborated the task to us through an interactive and engaging lesson. He elaborated about how we could go solo, in pairs, or in trios. He also explained the basic things we need to know in order to get a good grade such as keeping the time limit to above 1 minute, and how it can be an abstract or narrative dance, but it needs to have a storyline according to our unit. In the next class, our teacher helped us in forming a base for our dances and showed us the basic steps and moves that we can include. He also helped us choose a few songs and answered our questions about the same. Our next class was about forming our dances, and once a few students were done, constructive feedback was given by our teacher. We began performing our dances in our next lesson, which would be recorded through our teacher’s phone, and then we would be graded on the same. This task helped us in our choreographing skills, and helped us in developing our skill of teamwork. Dishita Bakshi, MYP 2E
French	Phase 1- Ms Nivedita Continuing with the previously started unit, ‘Neighborhood and Communities’, we now focused on enriching our vocabulary further. We learnt how to give directions and describe our neighbourhood in detail focussing on different shops and facilities available. We also practised contracted articles through online worksheets to become better at writing. In addition, we were introduced to new verbs in an interesting form of a song to help us remember them later. We attempted multiple online quizzes and worksheets to help us prepare better for the upcoming Summative assessments. Our learning also included watching short movies, taking quizzes, singing songs, and doing role plays. These activities not only helped us understand the lessons better but also improved our skills in thinking and communicating.By : Aaditia ChhitwalPhase II- Ms Deeksha This fortnight has been quite a productive one as we polished our skills for listening and speaking, attempted multiple assessments honing our skills in the two criteria and received  beneficial feedback, while developing our vocabulary, grammar, sentence formation and rules. This began with things as simple as noting our exceptions and learning adjectif demonstratif and we worked our way up to listening to audios and learning all the important vocabulary to decipher the questions and audios including the directions and author’s intention. Further, for speaking we made multiple drafts for our Criterion C which included describing our favourite city and presenting them in front of the class. We were given pointers to direct our Criterion C which overall improved our sentence formation and vocabulary and were asked to make an example draft. After that we got assessed on our speaking and were given feedback and revised the template again adding critical improvements.  -Tuhinn
Spanish	Spanish Emergent – Ms Saumya Saxena  After commencing our unit on “barrio,” which means the neighborhood in Spanish, we delved into expanding our vocabulary. Our focus was on fundamental concepts, such as various places within a city and the ways to describe different aspects of a city. Additionally, we acquired knowledge about sentence structures that enable us to discuss our city more effectively. We also revisited and reinforced our understanding of two essential verbs: “gustar,” which means “to like,” and “tener,” which means “to have” and hay.  To enhance our ability to talk about a place with a deeper comprehension, we explored the topic of climate. We delved into understanding various temperatures and weather conditions, which are crucial aspects when describing a location. To make the learning experience more engaging and enjoyable, we engaged in various enjoyable games that helped us master the vocabulary and sentence structures related to these topics. Girika Nagapal (MYP 2D)
Hindi	Our Hindi class covered various aspects of language learning, including blog writing, letter writing, vocabulary, and criterion-wise task sheets. As part of our language curriculum, we were tasked with writing a blog in Hindi.  Writing a blog is a unique way of expressing one’s thoughts and ideas about a particular topic. It requires creativity, critical thinking, and good writing skills. In our Hindi class, we learned how to structure a blog post, use appropriate language, and engage the reader. Apart from blog writing, we also learned how to write letters effectively. We learned the different parts of a letter, such as the date, address, salutation, body, and closing. We also learned how to format a letter and use appropriate language depending on the context. Our Hindi class also focused on building vocabulary, which is crucial for language learning. We were given vocabulary lists and exercises to help us improve our word power. Finally, we learned how to complete criterion-wise task sheets, which helped us understand the grading criteria for language assessments. These task sheets were designed to help us improve our writing skills and meet the required standards for language proficiency. Vaishnavi RajauriaMYP 2 D
PE	This month, our focus was on Tasks 3 (Applying and Performing) and 4 (Reflection), which allowed us to test our skills and reflect on our progress so far.Task 2, which involved planning for performance, set the stage for what was to come. We carefully selected the sport we wanted to improve in, laying the groundwork for the skills we aimed to develop. It was the strategic blueprint that paved the way for our recent endeavours.Task 3, the heart of our efforts this month, was all about applying and performing. This was the moment of truth – the time to showcase the skills we had meticulously planned for.But the journey didn’t end there. Task 4, Reflection, gave us a valuable opportunity to step back and evaluate our performance critically. This introspective phase was as crucial as the act of performing itself. We enhanced our metacognition skills by posing questions like -What worked well? What could be improved? What did we learn about ourselves and our chosen sport?Abir NiranjanMYP 2B
Theatre	In the past few weeks we focused on exploring theatre genres: history, facts and performances. We in our respective groups presented our chosen Theatre genre in the form of a presentation and received feedback from our peers. We showcased our research skills and collaborative skills effectively in presenting how each theatre genre emerged, flourished and popularised. The performance based on each theatre genre helped us develop our acting skills as a group. We adapted stories and used nuances of specific theatre genres to present these stories/narratives. Chowhan, SukhmanMYP 2A

October

Language and Literature	In the month of September, we revised for our upcoming Formative Assessments and Summative Assessment. We revised mise en scene (using PEEL strategy) and blog writing. We completed a comprehension task sheet as part of our revision work. We also researched on stylistic devices and noted their meanings along with a few examples in our journals. In addition, we did a group task based on the poem ‘ I Wandered Lonely As a Cloud,’ by William Wordsworth.  Sukhman Chowhan
Maths	We started the new unit by discussing the unit details and we soon got to know that the name of the unit was Impact of Human Decision Making concerning Algebra. We reinforced the basic terminology of Algebra to begin with. After this, we had a lengthy discussion on the degree of the polynomial and like and unlike terms. Then, we learned how to simplify expressions with like and unlike terms. We used real-life examples of expressions like the conversion between Fahrenheit and Celsius. Next, we used the substitution method. We practiced quite a few questions on the concept. After this, we had our FA which covered everything we had learned till now. Later we took to our textbooks to do fun equations.We learned the transposition of linear equations by practicing questions. We also learnt how to multiply monomial with binomial and binomial with binomial using distributive property and FOIL method. We reinforced the concepts through a fun activity where we made pairs and attempted a challenging and fun task sheet which involved a maze , two step and multi step equations . We are excited to delve deeper into the topic of Algebra.  Aariv Chaudhari & Aakanksha Mitra
I&S	We successfully showcased the I&S symposium and it was a huge success. It focused on disasters and their management. After concluding that, we started with the new unit “Age of Exploration,” where we are learning about the causes and factors that motivated explorers to find new lands. We are currently learning about the Renaissance and how the changes during this time led to suitable conditions for exploration to begin.  Vivaan Rustagi
Sciences	We continued with our unit ‘Motion: Push & Pull, Fast & Slow. We explored the effect of an inclined angle upon the amount of force required to pull an object up the incline at constant speed with the help of an investigation. We discussed the scientific reasoning behind real life situations where machines make our work easier. We learnt the relationship between work done, force and displacement. Later, we practiced for our Summative Assessment. We were then introduced to our new unit ‘Perceiving Matter’ to explore the matter around us and how we can identify patterns in the properties of substances to manipulate them chemically.  Nandini Prakash
Product Design	In the initial days of September, we concluded our exploration of criterion A, establishing a clear vision for the educational toy we aimed to create through the entirety of the criteria. Our teacher guided us through all four strands and introduced us to the concept of the mood board, a delightful process where we meticulously planned the materials, tools, and colors essential for our product’s attractiveness and functionality.Following the creation of our mood board, we delved into the first strand, outlining all the necessary design specifications for our final product. Strand two involved translating our ideas onto paper, resulting in two drafts that served as inspiration for our final design. Seeking input from our parents, friends, and teachers became a vital aspect of strand three, providing us with valuable perspectives that informed our final product.In the realm of strand four, we synthesized all the elements of our design specification into our final annotated sketch. Collectively, these criteria significantly enriched our understanding of product development. Daiwik Puri
Visual Arts	In the past month, we started learning two-point perspectives in art and the creation of any object using it. The very first activity of writing our name using a two-point perspective helped us understand it better.  Afterwards, we were assigned a Summative Assessment based on criteria A and B in which we had to outline the history of perspective in art, in our own words, through the art movement in which it was first used. We also had to present a mind map and layouts of a two-point perspective city block taking inspiration from a self-clicked photograph. Our learning experiences so far have been very engaging.Tia Saini
Dance	We started our September by discussing task 1 and revised our conceptual understanding of abstract and narrative dance. Our main focus for September was the abstract and narrative dance activity wherein we collaborated into groups of 2, the first group being a narrative and the second was abstract, we then each choreographed and presented our performance and the opposing team gave us feedback. We used the theme of the Jungle book story to help us form a choreography. Collaborating among our peers to create a singular dance composition helped us enhance our communication skills as well as social skills. We watched a dance video in the class and shared our opinions on what type of dance it was, Narrative or Abstract. This helped us during our TASK 1 as we figured out the storyline composition of the chosen dance based on components of dance.   Aakanksha Mitra and Gracie Singh
French	Emergent – Phase 1 (Ms. Nivedita)The KWL (Know, What You Want to Learn, Learned) technique was used to unpack the new unit, “Neighbourhood and Communities,” wherein we began with a quiz that tested our prior knowledge of the contents that would be taught during the unit. We were then introduced to lots of vocabulary related to ‘ma ville et mon quartier’ (my city and my neighborhood) through videos, songs and also a movie. We increased our grasp of the material covered in prior classes by learning some more difficult terminology in the following classes. Our teacher also sang a special song related to the conjugation of irregular verbs which not only made the class fun but also made it easier for us to learn verbs easily. The song was a favorite of ours and was frequently practiced. Later, we watched a different video on how to define our city, discussed the solutions to our first unit’s homework assignment and learnt new verbs to enrich our vocabulary. Not to miss on the activity where we created a ‘Pictionary’ of shops in our neighborhood, which helped us showcase our creative skills too. French classes have been really interesting and interactive so far and we look forward to having more of it in the future too.  By: Vihaan Kharbanda   Emergent – Phase 1I (Ms. Deeksha)Prior to delving into our new unit, we engaged in activities like a scavenger hunt to reinforce our understanding of French prepositions, and we also participated in quizzes and vocabulary exercises centered around the theme of “Home Sweet Home.” As October rolled around, we eagerly embarked on our exploration of the unit titled “Neighbourhood and Communities” using the KWL technique. Through the medium of songs, we were introduced to a plethora of new vocabulary related to various places in a city. One particularly engaging homework assignment tasked us with creating a pictionary showcasing the different shops in our neighborhood, a task that not only stimulated our creativity but also significantly enriched our vocabulary. We were provided with a multitude of resources and worksheets, all aimed at expanding our linguistic repertoire for our summative assessments. Furthermore, we delved into the intricacies of constructing sentences that describe our favorite cities, mastering the appropriate use and conjugation of relevant verbs. This involved learning how to effectively structure our thoughts and articulate them with precision. By Ranveer Gokulgandhi
Spanish	Emergent – Ms Saumya SaxenaIn our Spanish class, we recently concluded the unit on ‘mi casa’ (My house) with an engaging activity that allowed us to demonstrate our knowledge of household tasks. This activity involved working in two groups and creating posters to showcase what we had learned. Not only was it a lot of fun, but it also deepened our understanding of the topic.Before delving into our new unit, ‘mi barrio’ (My neighborhood), we took some time to review our verb conjugations and irregular verbs from previous lessons. This review was essential to ensure that we had a solid foundation for the upcoming material.As we transitioned into the ‘mi barrio’ unit, we began by drawing on our knowledge from the previous year. We discussed various aspects of our neighborhood, such as restaurants, parks, modes of transportation, and more. This discussion served as a bridge between our previous and current learning, helping us build connections and better understand the new material.To expand our vocabulary related to describing neighborhoods, we learned additional words and phrases. To reinforce our memory of these new terms, we participated in a quiz focused on the topic. This interactive approach not only helped us remember the vocabulary more effectively but also enhanced our comprehension of the concepts.In addition to vocabulary, we also discussed the structure and format for composing a short paragraph describing ‘Mi barrio.’ This included understanding how to organize our thoughts and use appropriate sentence structures to convey our ideas accurately. Nandini Prakash   Spanish Phase 2 For the past month, we have been focusing on the introduction of a new unit in our curriculum “My City & Community”. For the first week, we had an engaging class discussion initiated by our teacher for unpacking our new unit, “Mi Ciudad Y Comunidad ”. Students provided valuable insights into the unit, and what communities and cities mean for them. Exposed to new perspectives and ideas, students understood the relevance of cultural perception in cities, influencing their take on the new unit. We recapitulated significant vocabulary for the new unit, as we had already learned the basics of “Mi Ciudad ” in M.Y.P. 1. Students gave insightful inputs to describe a city, the facilities in a city, activities one can do in a city and more. This strengthened our overall conceptual knowledge on our new unit. We also attempted a task based on creating a blueprint for a city. This served as an excellent introduction to the new unit and gave us a platform to showcase our creativity and knowledge. Additionally students completed a homework assignment, with a special focus on creating poems and songs describing a city. This task unleashed the creative opportunities for students, which allowed them to express their thoughts to creative means. This month has truly been insightful! Maalvika Sharma
Hindi	During this month, our Hindi classes focused on improving our language and analytical abilities. We understood how to answer criterion D questions, which require a thorough understanding of sentence structure and vocabulary.  We also read a lot of paragraphs to further improve our vocabulary and comprehension skills. We also practiced criterion B in which we got to read paragraphs and learn all the new words. All the students were very motivated to read new books and newspapers in which we learnt more complex words .Overall, this month’s Hindi class was fun, challenging and exciting. Latika Balaji MYP 2D
PE	This month, we completed task 1, which was about the eight dimensions of wellness. We realized the importance of taking a holistic approach to our well-being. Each dimension,including physical, emotional, social, intellectual, occupational, environmental, spiritual, and financial wellness, plays a crucial role in maintaining a balanced and fulfilling life. By addressing all aspects of wellness, we can strive for overall happiness and an improved quality of life.When everyone finished task 1, we proceeded to task 2, which was about designing a training plan. Designing a training plan allows us to create a structured and personalized approach toimproving our physical fitness and overall well-being. By setting specific goals and incorporating various exercises and activities, we can ensure that we are targeting all aspects of our physical wellness, such as strength, endurance, flexibility, and cardiovascular health. Side by side, whenwe got practical lessons, we played various games like dog in the bone, badminton, volleyball, catch ball, and many more. These games not only made our training sessions enjoyable but also helped us develop important skills such as agility, coordination, and teamwork. Additionally, participating in these activities provided a refreshing break from our regular workout routine and added an element of fun to our fitness journey.  Aarna Jain

September

Language and Literature	After returning from our summer vacations, we embarked on our first Language and Literature class of the term. Being a new start to MYP 2, we participated in a fun, creative activity called ‘Recipe of Me’. In this activity, each of us had to compose a recipe-like list of attributes that define our personalities. For instance, we included ingredients such as ‘five tablespoons of fun’, ‘twenty gallons of creativity, and ‘two dollops of kindness.’ This engaging exercise not only enabled us to become acquainted with one another but also enhanced our creative thinking skills.In the subsequent lesson, we delved into the details of our first unit titled Interconnectedness of Things. We comprehended the meanings of essential terms like statement of inquiry, global context, related concepts, and key concepts and noted them in our journals.We then inquired into mise en scène, a technique that includes all elements deliberately arranged in a staged setup. We discussed its key components, including colour, background, costume, makeup, position, lighting, and framing by analysing a visual prompt.  We applied this understanding to conduct an in-depth analysis of artworks, deciphering the potential messages the artist aimed to convey through their portrayal of a forest fire. We continue to explore the PEEL structure by examining well written and poorly written paragraphs to help us understand the key elements of well-structured paragraphs.  Siya Abhinandan  and Vanessa Kaul MYP 2E
Maths	The start of our maths sessions has so far been extraordinary. Starting with exploring our unit details, we understood the interconnectedness of what we learn with different real-world concepts and insights. We then went on to learn a detailed account of the different types of numbers, specifically the types of integers and solving problems with them. These problems may have been challenging, but with the help of our teachers assisting and giving us valuable information, by the end of recapping this topic all students were crystal clear on it. We further went on to learn about absolute value, we learnt about how to solve equations related to it and dove into the many real-life applications of such a concept. Lastly, we have been exploring the laws on exponents, through practice and the assistance of our excellent teachers. I’m sure that we’ll be confident in our information on this concept in no time! This learning process has been thrilling and fun to learn with. I’ve truly enjoyed this journey so far and I can’t wait for the new learnings that are yet to come.  Battleship game – Students take turns choosing spaces to attack by evaluating integer operations of addition and subtraction. Akshita Oberoi, MYP 2B
I&S	In the first class, we discussed our summer holiday homework. In that class, we discussed all the different ways we protected the village; in our game. In the second class, we got our journals and wrote down the unit details. We also briefly discussed the Earth’s inner sections. In the third class, we discussed the Earth’s core, the mantle, and the crust. We all learned that there is a thin layer of plates; called tectonic plates, on top of the Earth’s crust; right below us. There are 2 types of tectonic plates, called “Oceanic” and “Continental” plates.  In the fourth class, we started to discuss the I&S symposium (which was upcoming) and we assigned groups to people like G20, the fire drill, innovations, and the nukkad natak. In the fifth class, we discussed how natural disasters started and how the tectonic plates (which we watched a video about)  were formed. In the sixth class, we learned about plate boundaries; some of them were, transform, divergent and convergent. In the seventh class, we discussed plate boundaries again to which we more thoroughly paid attention. We also took some self-notes about the video we watched earlier.  Manvendra and Ishani MYP 2B
Sciences	For the past month, we have been following our current unit ‘Motion – Push & Pull, Fast & Slow’.Our main focus was directed towards defining the various quantities that classify/resonate with motion.For the first week, we initiated an interactive and informative class discussion, raised on the topic of defining motion. Each student shared their individual understanding of the aforementioned topic from prior – knowledge on the subject. Students collated various responses in their journal, for references. After the thorough discussion, students enhanced their prior understanding on motion, and redefined the context by understanding how one can describe motion, what motion is, and howit corresponds to force through engaging practical explanation.For the second week, we unpacked the current unit details to further enable us to understand the unit from diverse lenses. Students initiated an engaging discussion based on the relation of the various unit details. Our teachers assisted us in formulating connections between topics such asmotion and force to the unit details, offering an improved perspective on the current unit, providing us with a vital foundation to base our crucial core learning on.For the third week, we applied our prior – knowledge of motion into a real – life scenario. Various sources including pictures and videos were displayed to us, in order to understand the application ofmotion/forces in the scenario. This activity allowed us to identify the importance of forces/motion in real life and highlight their daily usage. Furthermore, we continued to discuss various Physical Quantities in the following classes, developing our knowledge. Students noted down crucialinformation regarding the various types of physical quantities, alongside their usage, units, and application through a thorough note – taking session. For the fourth week, we were continuing our prior discussion regarding physical quantities, and introduced various vital concepts in this unit including Speed, Velocity, Distance, and Displacement.Through interactive and engaging practical and real – life explanations, students were enabled to understand these concepts and their interconnectedness. This knowledge was applied by discussingScalar and Vector quantities, and their real – life application, which strengthened our knowledge immensely through practical means. We were able to classify various Scalar and VectorQuantities, whilst applying them in real – life, honing their knowledge appropriately.We also did an activity where we were divided into groups. Our teacher gave us timers and measuring tape. We had to record the timings of a person who is jogging and a person who is running and find out how speed affects motion. The activity we did was very fun and we will do more fun activities in the future. Maalvikaa Sharma and Shivansh Pathak  MYP 2 E
Product Design	We kick started our term with an engaging ice breaking session in which our teacher came up with a cool game to help us become friends, and we played it together. It was really fun and helped us get to know each other better. Then we were introduced to the Educational Toys unit. We then explored the unit details.Our discussions encompassed product qualities, form, and stakeholders. We were then introduced to a case study related to the educational toys. An empathy map exercise, “Walk in their shoes“, deepened our understanding of user perspectives and experiences. We adopted the design cycle for our wooden toy project, focusing on criteria A’s first two strands. Through examples and group discussions, we grasped our tasks of explaining the problem, target audience, and solution, as well as justifying their significance.  Raunak Taneja MYP 2C
Visual Arts	In art classes, we recently did a group activity on “Identity.” In this activity, we had to create an art piece that represented the different identities of our group members. It was a great way to learn about each other and express ourselves through art. Next, we moved on to our unit on ‘Point of view’. Specifically, we started learning about the point of perspective. Point of perspective refers to how a scene or object is depicted in a piece of art. Several elements go into creating a successful point of perspective. These include things like the vanishing point, horizon line, and scale. By understanding and utilizing these elements, we can create art that is not only visually pleasing but also accurately represents the scene or object in question. In our recent art class, we explored the use of one point perspective to create unique and engaging pieces of artwork. One of the projects we worked on involved writing our names using one point perspective. It was a challenging exercise, but it helped us to understand the principles of perspective and how to convey depth and dimensionality in our work. We also created other artworks using one point perspective, such as drawing different shapes and objects. Overall, it was a fascinating and rewarding experience that taught us a lot about the power of perspective in art. Overall, we’ve enjoyed learning about the point of perspective in our art class. It’s been a great way to challenge ourselves creatively and learn new skills. We can’t wait to see what else we’ll be learning in the coming weeks!   Vaishnavi Rajauria  MYP 2D
French        Phase II- Deeksha	Emergent- Deeksha Our inaugural day of French class proved to be a delightfully engaging experience for all of us. We started with icebreaking activities conducted entirely in French. Furthermore, an interactive guessing game was organised, aimed at fostering camaraderie amongst classmates and deepening our connections.We played a quiz integrating Approaches to Learning (ATL) skills, followed by an exit entry ticket activity where we shared French vocabulary. This harmonious blend of study and play created an enriching learning atmosphere of class.In order to assess phases and existing proficiency in French ,a benchmarking assessment was conducted. A comprehensive recapitulation done for all criteria.During the online class, a sneak peek into the new unit was done, generating enthusiasm among the students as they embarked on this fresh learning journey.Overall, the French classes were fun.We were eagerly awaiting the results of the benchmarking assessment. After the result, we attended the classes as per phases and started with unpacking of the unit by inquiry questions.   Aranya Sahni  MYP 2E
Spanish	Spanish phase 1On our first day, we began with an activity where we made and decorated name tags to make it easier for our teacher to recognise everyone’s names. We also played a quick game where one person would say something they liked in Spanish and if we agreed, we had to switch seats and the person who said the sentence tried to sit on one of the seats. After that, we played Spanish bingo and received chocolates as prizes! Then, in preparation for our benchmarking, we reviewed all four criteria, picked up new vocabulary, etc. After benchmarking, once we had been divided into phases, we started by making our own SOI using the supplied unit data. We also studied the evolución de la vivienda and took notes as we learnt about the many homes and their changes from the Stone Age to the present. We created a cloud map on which we wrote about the various kinds of houses and wrote our thoughts after reviewing a video about them. We gained knowledge of various aspects inside a house for example: el jarín – the garden, el baño – the bathroom, el despacho – the office and many more. I am looking forward to learning many more new things!  Tia Saini  MYP 2B
Hindi	We started the classes with enthusiasm for the new term. We discussed some key essential agreements and began with an ice-breaking activity. We were split into groups and were asked to discuss a problem faced by the community. We made beautiful mind maps which were displayed on the class board. Then, we did another activity in which we chose a prompt from a choice board and answered the questions. We were given famous quotations related to our unit, “Home Sweet Home”, and we had to justify whether we agreed or disagreed with them. We all enjoyed and had lots of fun doing these group tasks. After this, we analyzed some photos of different homes and presented our knowledge through the VTR ,See, Think, and Wonder.  Bhavika Singh, MYP 2D
PE	Our unit in PHE for this term illuminates Sports and Wellness along with why it is important and how we can implement it in our daily lifestyle. Alteration and balance in our lifestyle decisions with our belief system can help improvise sport and performance.  In the first lesson to introduce the unit to us, we did an activity that tested our prior knowledge about sports, their terminologies and defining what they are and how they are interconnected with wellness. All the students were handed one piece of paper with half of a sports terminology and had to find the other half among their peers. After this we had a discussion about what our terminologies meant and how they were practices towards Sports and wellness. The key words from this discussion were; injury prevention, wellbeing and rules. After that we attempted a task sheet which helped us identify the sports we knew, wanted to learn and were interested in. In the next lessons we played sports to put our skills to the test and just experience mental wellness through the pleasure of playing our favourite sports. We were also assigned a task sheet to explore and inquire about the wellness dimension and what constitutes a healthy lifestyle through their application; infact we got to research how wellness criteria extend beyond physical and mental. We also had to make a poster to advertise the importance of these wellness criterions to lead a healthy lifestyle. In further classes we were tested; the task was to dribble a basketball around cones (in serpentines), the distance between the cones grew shorter each time. This task evaluates our motor skills and our coordination.  Tuhinn Mishra MYP 2C

August

Language and Literature	After returning from our summer vacations, we embarked on our first Language and Literature class of the term. Being a new start to MYP 2, we participated in a fun, creative activity called ‘Recipe of Me’. In this activity, each of us had to compose a recipe-like list of attributes that define our personalities. For instance, we included ingredients such as ‘five tablespoons of fun’, ‘twenty gallons of creativity, and ‘two dollops of kindness.’ This engaging exercise not only enabled us to become acquainted with one another but also enhanced our creative thinking skills.In the subsequent lesson, we delved into the details of our first unit titled Interconnectedness of Things. We comprehended the meanings of essential terms like statement of inquiry, global context, related concepts, and key concepts and noted them in our journals.We then inquired into mise en scène, a technique that includes all elements deliberately arranged in a staged setup. We discussed its key components, including colour, background, costume, makeup, position, lighting, and framing by analysing a visual prompt.  We applied this understanding to conduct an in-depth analysis of artworks, deciphering the potential messages the artist aimed to convey through their portrayal of a forest fire. We continue to explore the PEEL structure by examining well written and poorly written paragraphs to help us understand the key elements of well structured paragraphs.  Siya Abhinandan and Vanessa Kaul MYP 2E
Maths	The start of our maths sessions has so far been extraordinary. Starting with exploring our unit details, we understood the interconnectedness of what we learn with different real-world concepts and insights. We then went on to learn a detailed account of the different types of numbers, specifically the types of integers and solving problems with them. These problems may have been challenging, but with the help of our teachers assisting and giving us valuable information, by the end of recapping this topic all students were crystal clear on it. We further went on to learn about absolute value, we learnt about how to solve equations related to it and dove into the many real-life applications of such a concept. Lastly, we have been exploring the laws on exponents, through practice and the assistance of our excellent teachers. I’m sure that we’ll be confident in our information on this concept in no time! This learning process has been thrilling and fun to learn with. I’ve truly enjoyed this journey so far and I can’t wait for the new learnings that are yet to come.   Akshita Oberoi, MYP 2B Battleship game – Students take turns choosing spaces to attack by evaluating integer operations of addition and subtraction.
I&S	In the first class, we discussed our summer holiday homework. In that class, we discussed all the different ways we protected the village; in our game. In the second class, we got our journals and wrote down the unit details. We also briefly discussed the Earth’s inner sections. In the third class, we discussed the Earth’s core, the mantle, and the crust. We all learned that there is a thin layer of plates; called tectonic plates, on top of the Earth’s crust; right below us. There are 2 types of tectonic plates, called “Oceanic” and “Continental” plates.  In the fourth class, we started to discuss the I&S symposium (which was upcoming) and we assigned groups to people like G20, the fire drill, innovations, and the nukkad natak. In the fifth class, we discussed how natural disasters started and how the tectonic plates (which we watched a video about)  were formed. In the sixth class, we learned about plate boundaries; some of them were, transform, divergent and convergent. In the seventh class, we discussed plate boundaries again to which we more thoroughly paid attention. We also took some self-notes about the video we watched earlier.  Manvendra and Ishani MYP 2B
Sciences	For the past month, we have been following our current unit ‘Motion – Push & Pull, Fast & Slow’.Our main focus was directed towards defining the various quantities that classify/resonate with motion.For the first week, we initiated an interactive and informative class discussion, raised on the topic of defining motion. Each student shared their individual understanding of the aforementioned topic from prior – knowledge on the subject. Students collated various responses in their journal, for references. After the thorough discussion, students enhanced their prior understanding on motion,and redefined the context by understanding how one can describe motion, what motion is, and howit corresponds to force through engaging practical explanation.For the second week, we unpacked the current unit details to further enable us to understand the unit from diverse lenses. Students initiated an engaging discussion based on the relation of the various unit details. Our teachers assisted us in formulating connections between topics such asmotion and force to the unit details, offering an improved perspective on the current unit, providing us with a vital foundation to base our crucial core learning on.For the third week, we applied our prior – knowledge of motion into a real – life scenario. Various sources including pictures and videos were displayed to us, in order to understand the application ofmotion/forces in the scenario. This activity allowed us to identify the importance of forces/motion in real life and highlight their daily usage. Furthermore, we continued to discuss various Physical Quantities in the following classes, developing our knowledge. Students noted down crucialinformation regarding the various types of physical quantities, alongside their usage, units, and application through a thorough note – taking session.For the fourth week, we were continuing our prior discussion regarding physical quantities, and introduced various vital concepts in this unit including Speed, Velocity, Distance, and Displacement.Through interactive and engaging practical and real – life explanations, students were enabled to understand these concepts and their interconnectedness. This knowledge was applied by discussingScalar and Vector quantities, and their real – life application, which strengthened our knowledge immensely through practical means. We were able to classify various Scalar and VectorQuantities, whilst applying them in real – life, honing their knowledge appropriately.We also did an activity where we were divided into groups. Our teacher gave us timers and measuring tape. We had to record the timings of a person who is jogging and a person who is running and find out how speed affects motion. The activity we did was very fun and we will do more fun activities in the future. Maalvikaa Sharma and Shivansh Pathak  MYP 2 E
Product Design(Vimmy)	The year started with a bang! In the first session of our Product Design class, we were introduced to the Educational toys unit with an interactive icebreaker activity named ,TOY Charades. The icebreaker involved embodying different toys to preview our unit’s essence. We then explored the unit’s key concepts, global context, and related concepts. Creating a mind map highlighted wooden educational toy ideas.Our discussions encompassed product qualities, form, and stakeholders. An empathy map exercise, “Walk in their shoes“, deepened our understanding of user perspectives and experiences. We adopted the design cycle for our wooden toy project, focusing on criteria A’s first two strands. Through examples and group discussions, we grasped our tasks of explaining the problem, target audience, and solution, as well as justifying their significance.Ranveer GokulgandhiMYP 2B
Visual Arts	We started the session with a lot of enthusiasm and a brief introduction into what we would do this term in Visual Arts. We were then given a task of creating a mural design in groups based on the things we like and have in common. We all brainstormed and were able to come up with various themes in our separate groups and started to draw and colour our artwork over a few classes. Once our mural was ready, we presented it to the entire class and also discussed the strengths and challenges that we faced while creating our work. Towards the end, we were introduced to our first unit, ‘Points of View’.Sukhman Chowhan, MYP 2A
French	Emergent- Deeksha Our inaugural day of French class proved to be a delightfully engaging experience for all of us. We started with icebreaking activities conducted entirely in French. Furthermore, an interactive guessing game was organised, aimed at fostering camaraderie amongst classmates and deepening our connections.We played a quiz integrating Approaches to Learning (ATL) skills, followed by an exit entry ticket activity where we shared French vocabulary. This harmonious blend of study and play created an enriching learning atmosphere of class.In order to assess phases and existing proficiency in French ,a benchmarking assessment was conducted. A comprehensive recapitulation done for all criteria.During the online class, a sneak peek into the new unit was done, generating enthusiasm among the students as they embarked on this fresh learning journey.Overall, the French classes were fun. We were eagerly awaiting the results of the benchmarking assessment. After the result, we attended the classes as per phases and started with unpacking of the unit by inquiry questions. Aranya Sahni MYP 2E
Spanish	Spanish phase 1On our first day, we began with an activity where we made and decorated name tags to make it easier for our teacher to recognise everyone’s names. We also played a quick game where one person would say something they liked in Spanish and if we agreed, we had to switch seats and the person who said the sentence tried to sit on one of the seats. After that, we played Spanish bingo and received chocolates as prizes! Then, in preparation for our benchmarking, we reviewed all four criteria, picked up new vocabulary, etc. After benchmarking, once we had been divided into phases, we started by making our own SOI using the supplied unit data. We also studied the evolución de la vivienda and took notes as we learnt about the many homes and their changes from the Stone Age to the present. We created a cloud map on which we wrote about the various kinds of houses and wrote our thoughts after reviewing a video about them. We gained knowledge of various aspects inside a house for example: el jarín – the garden, el baño – the bathroom, el despacho – the office and many more. I am  looking forward to learning many more new things! Tia Saini MYP 2B
Hindi	We started the classes with enthusiasm for the new term. We discussed some key essential agreements and began with an ice-breaking activity. We were split into groups and were asked to discuss a problem faced by the community. We made beautiful mind maps which were displayed on the class board. Then, we did another activity in which we chose a prompt from a choice board and answered the questions. We were given famous quotations related to our unit, Home Sweet Home, and we had to justify whether we agreed or disagreed with them. We all enjoyed and had lots of fun doing these group tasks. After this, we analysed some photos of different homes and presented our knowledge through the VTR, See, Think, and Wonder. Bhavika Singh, MYP 2D
PE	In the PHE MYP2 curriculum, we have learnt many diverse insights and knowledge on our current topic ‘Sports and Wellness’. Our learning experiences have so far been extraordinary. Starting with our theoretical classes, we discussed the unit details and the interconnectedness of our global context, key concepts and related concepts and better understood our topic and its various global aspects. We then further watched a video on the different types of wellness and their impacts on one’s daily lives and created a wellness wheel with our understanding of this video in groups, this further helped everyone better understand how to keep ourselves healthy and maintain wellness. Furthermore, in our practical classes, we excitedly went on amazing adventures with various sports such as badminton and football.  Akshita Oberoi MYP 2B