CISH MAPLE DRAGON (October Week 4, Part 1)
2023-10-31
发布于安徽
Individuals and Societies Highlights
CISH
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The Grade 6s completed their summative assessment presentations this week and showed a fantastic understanding of the task and great research into their chosen topics. Upon completion of their presentations, the Grade 6s also completed their reflections of the summative assessment. The Grade 6s ended the week presenting their virtual passports which was a small activity aimed at asking the students to introduce themselves, their places of birth and their cultures in a hope of showing them how many different cultures can collaborate effectively in just one classroom.
This week in grade 7 Individuals and Societies class students have continued looking at concepts on economic empowerment. The students explored the issues of the Industrial Revolution and that would eventually lead to the Great Depression. The students then began working on an important skill of analysing sources for their origin and purpose to build an understanding of what makes a source of information good, or reliable. This is a transferable skill across subjects and life.
This week in grade 8 Individuals and Societies class students are continuing their unit on physical patterns in a changing world. Following their work on analysing and evaluating sources the students used the information to plan an outline of how they could use the sources to create and support arguments, as if they would be writing a paper on the issue. The skills they practiced this week are essential for their upcoming summative research project.
This week in grade 9 Individuals and Societies class the students are progressing through their ancient civilizations unit. The students are completing the factsheet on the pre-Greek civilizations of the Minoans and Mycenaeans. They are working in groups to create a Venn Diagram to illustrate the similarities and differences between the 2 civilizations. The students will be able to see the influence these people had on Ancient Greek culture as well as practicing skills in collaborating, communicating, and summarizing information.
G10 students cover the last new continent for french revolution unit these week, taking a look at the Napoleonic Era and the overall outcomes of the French Revolution. Students worked on a venn diagram, in which they assessed the outcomes of the french revolution, and determined what elements of the revolution where successful, what elements were mixed in outcome, and what elements were examples of the revolution failing to meet its goals. They then presented their findings to their peers.
Psychology
This week the Grade 11 students reviewed Social Identity Theory before beginning to learn about Albert Bandura’s Social Cognitive Theory. They had a brief introduction to behaviorism before discussing Bandura’s concept of triadic reciprocal determinism. After discussing the basic concpets of Social Cognitive Theory, the students read about Bandura’s famous Bobo Doll study that supports the theory.
This week the Grade 12 Psychology students continued the second half of their unit on social influence. They reviewed the basics of schema theory and schematic processing. Working in pairs, they outlined a study conducted by Cohen et al. and considered how schema can influence our behavior and thinking. Lastly, the students were introduced to the concept of confirmation bias and analyzed Stone et al’s study for evidence of confirmation bias. This study sparked a lively discussion that had students considering stereotypes from a variety of perspectives.
Global Politics
Grade 11: This week, students presented case studies, in which they connected a geopolitical conflict to the key unit concepts of legitimacy, sovereignty, and power. They showed their capability to analyze complex conflicts, and supported their presentations with relevant visuals like maps.
Grade 12: This week students worked on finishing up their IA planning, in anticipation of the first draft due in early november. Students were asked to assess their prior knowledge of the concept of inequality, the metrics by which it could be observed, and whether they think inequality is inherently problematic. Students also practiced representing key unit concepts like sovereignty, authoritarian governance, globalization and equality through hand drawn visuals.
Business Management
Grade 11 & 12 visited the bank of Montreal in Shanghai last weekend and a separate report is being sent out about the event. Students learnt about both business banking and personal banking. It was hugely enjoyable and highly educational. Above all it was highly participative and students really engaged with the event. It was an unusual chance for mixed Grade 11 and 12 business students to work together and mix socially the evening before, with teachers.
In the Classroom Grade 12 students have been focussed on submitting their 2nd draft Internal Assignments. This is on schedule and the final versions are due on 6 November. These represent a significant percentage of final marks 20 % for HL and 30% for SL.
Students will have time next week to complete their final draft. The course overall is on track in terms of content and delivery (for summer 2024) and in line with the Internal Assessment Calendar.
Grade 11 students completed an in class test considering the advantages and disadvantages of a joint venture versus a merger between Tiffany and Swatch watches as part of their study into strategic growth strategies for businesses.
The timing of the visit to Bank of Montreal was helpful in developing their understanding of the basis of mergers and acquisitions.
Design Highlights
CISH
G6 Design class made substantial progress, completing criteria A of their summative planning and transitioning seamlessly into criteria B. Throughout this process, students actively employed critical thinking and communication skills. Their ability to analyze design challenges and articulate their ideas effectively laid a strong foundation for the upcoming stages. Developing these crucial ATL skills not only enhances their performance in Design but also equips them for future academic and professional pursuits. Encouraging their continued application of these skills remains paramount, ensuring their success not only in this project but also in navigating complex challenges beyond the classroom.
Grade 7 students have embarked on criteria B, within the design cycle, metaphorically setting sail on a creative journey filled with boundless possibilities. As we delve deeper into the design process, students are increasingly realizing the intricate interplay between various strands, leading to the creation of their ultimate product. We are currently venturing into the captivating realm of technical drawing, where students are honing their skills to craft intricate sketches of their chosen boat designs. This week has proven to be a whirlwind of enthusiasm and activity in our classroom, with students eagerly immersing themselves in the joy of making their designs come to life through hands-on experiences.
In our Grade 8 design class this week, our students embarked on a journey of reflection. They began by revisiting their research and success criteria before diving headfirst into the practical aspects of their design projects—the creation of their rubber band cars. The classroom ambiance has been vibrant and filled with enthusiasm as students gathered materials and tools, immersing themselves in the hands-on experience of assembling their selected product designs. Through their dedicated efforts and exploration of criteria A and B, they've not only gained valuable skills but also experienced the gratification of their hard work coming to life.
This week in our Grade 9 IB MYP design class, we've seamlessly progressed into the second criteria of the design cycle, where the interconnection of each strand is becoming increasingly evident, leading us toward the creation of a final product. In the classroom, this week has seen students engage in hands-on activities, translating their imaginative concepts into detailed sketches that showcase a remarkable diversity of designs and ideas. As we eagerly anticipate the coming weeks, during which we will transition to the building phase of this unit, it's crucial to acknowledge that this process not only fosters design skills but also embodies essential learner profile attributes.
Design Class
To finish the last criterion of the unit, grade 10 students were summarizing and analyzing the data that they collected from peers for their interviews/surveys before offering a final reflection on the success of their solution. When we create a product or a solution to a problem, we need to evaluate our efforts so that we are always looking for improvement. With this unit completed, students were introduced to the second unit, “Code It”. It introduces grade 10 students to Java coding as well as some of the basics of computer science.
We had previously introduced it but this week in grade 11, we explored subprograms. A subprogram is a sequence of instructions whose execution is started from one or more remote locations in a program. When the subprogram is complete, execution continues at the instruction after the one that called the subprogram. The benefit of subprograms is that they can be saved separately as modules and used again in other programs. This saves time because the programmer can use code that has already been written, tested and debugged. We identified code that we could use over again and practiced creating subprograms with the code. HL students continued to study sub-topics in Resource management.
Students in grade 12 discussed IB Computer science paper 3 and how it is structured. We reviewed the process that we would follow: 1) outline how students would receive a case study ahead of time. They would use a significant amount of time to research the case study paying particular attention to the challenge questions; 2) sometime later, students would take the mock exam and then together, 3) we would review the markscheme and comments that IB supplied for that exam. As this process can be time consuming, we may only do one case study a month as preparation for paper 3. Students continued to use their time to progress their Internal Assessments.
PYP German Highlights
CISH
PYP German
Class Photos
K1 (Yani Wang)
This week we focused on hand washing. We learned a German song called "Haende waschen muss jedes Kind." The students discussed when it's necessary to wash our hands and the importance of proper hand hygiene to prevent illness caused by germs. We also learned the six steps of proper hand washing, which include use of water, soap, lather, rinse, drying hands, and disposing of napkins.
During this week, K1 students also engaged in craft activities involving cutting and pasting pictures related to the actions their little hands can perform. In preparation for Halloween, we created ghost ornaments using paper cups.
K2 (Yani Wang)
This week's K2 German class focused on Halloween. We talked about the origins and customs of Halloween, including Jack-o'-Lanterns, the meaning of makeup, the traditional game of pinching apples, etc. We continued to expand the German words related to Halloween and learned the magic spells that often appear in German. We also made a fun Halloween witch hat out of cardboard.
This week we consolidated the German numbers one and two and corrected common mistakes students make when writing numbers, including stroke order and mirroring. We also went outdoors to collect autumn leaves, observed the colours of autumn leaves, and painted on the leaves with coloured pens.
K3 (Yani Wang)
This week, the students in K3 continued to reinforce their understanding of the days of the week. They were able to make connections between simple icons and the German words for the days of the week, enabling them to sort them correctly on their own.
In preparation for the upcoming Halloween, we discussed the origins of Halloween, explored traditional customs, learned related German vocabulary, and discovered common magical spells found in German fairy tales. As a creative activity, we crafted our own Halloween magic wands using chopsticks, plastic gems, and metallic paint.
PYP German
(Sascha Wandkowsky & Robert Jordan)
G1: In our Grade 1 this week, we focused on the letter combinations "Ei" and "Au." We began by practising the pronunciation of these sounds, ensuring that our students could distinguish between them. We then worked on identifying these letter combinations in words, which helped improve their reading skills.
In addition, we read a fun book with texts featuring these letter combinations and completed workbook exercises related to the text. The students had an engaging and productive week, reinforcing their understanding of these important German sounds and their application in both reading and writing.
G2: In our Grade 2 German class this week, we worked on various aspects of language development. We continued to focus on the alphabet, both in terms of writing and reading, to strengthen our students' foundational literacy skills. Additionally, we paid attention to vowels and consonants to enhance their understanding of how different letters and sounds work together in German words.
Throughout the week, we read an engaging book with texts related to school topics. This not only improved their reading comprehension but also enriched their vocabulary. It was a rewarding and productive week as our students made significant progress in their language and reading skills.
G3: In our Grade 3 German class this week, we focused on expanding our students' vocabulary and language comprehension. We introduced the concepts of word family and word root and explored how words are related through common roots. We also looked into the use of prefixes in word formation, which allowed the students to understand how adding prefixes can change the meaning of a word.
Throughout the week, we read fascinating texts about schools in different countries, which not only improved their reading skills but also broadened their knowledge of global education systems. It was an engaging and productive week, as our students continued to develop their language skills and gained insights into the international school landscape.
G4: In our Grade 4 German class this week, we continued our exploration of sentence structure by focusing on subject and predicate in sentences. We emphasised the importance of understanding the role of subjects and predicates in constructing meaningful sentences. The students practised identifying and forming subjects and predicates to create well-structured sentences.
Throughout the week, we engaged with various reading texts on different topics, ranging from science to literature, to expand our students' reading comprehension skills. It was a stimulating and productive week as our students made progress in understanding sentence structure and gained exposure to diverse forms of writing.
G5: This week, the students wrote stories about interesting topics like biological signs of life, life and death, and what life means to each student. There were also stories about robots! The stories were partly funny, and a bit spooky in keeping with a Halloween theme. Students also had a lot of fun decorating their class for Halloween.
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