The students were apprised about different types of conflicts that may arise in numerous instances. They were amazed to find out that conflicts occur not only between clusters of people, they may also occur with nature or even with one’s own conscience.
The children also learned about the ‘fishbone’ diagram as a way to express the causes of any conflict/problems. They represented the causes of some conflicts and discussed possible solutions. They enjoyed categorizing conflicts and their causes in a systematic and creative manner. Subsequently, the students captured their reflections in their journals. They reflected on everything they had imbibed from this unit and analysed the applications of these approaches in their own lives.
For their formative assessment, students watched a video on the Korean conflict. They proceeded to answer a series of queries on how conflicts occur, their causes and effects on people’s lives.
Students were apprised about factors, multiples, and primes. They used a hundred chart, the sieve of Eratosthenes, to investigate all the prime and composite numbers (up to 100). After understanding the difference between factorization and prime factorization, students practiced prime factorization using two methods; the factor tree and the division method. Students were introduced to highest common factor (HCF) using the listing method. They honed their thinking and communication skills through a debate which was conducted on the topic ‘importance of divisibility rules for finding factors.’ Students understood that it is important for them to know the rules so that they can finish their work quicker and can confidently tackle large numbers.
English classes celebrated student agency by letting students decide the topic for debate. After watching videos and outlining the elements of a debate speech, students decided on a debatable topic and prepared speeches with their team mates. Both the proposition and the opposition teams are ready with their final drafts to begin the battle of words next week. Students used persuasive language and writing skills previously learnt, to create convincing speeches for the upcoming debate. They also watched a speech by Malala Yousafzai to observe the art of delivering a speech and putting their point across in an inspiring manner.
To enhance listening and speaking skills, students saw a video on road rage, followed by a discussion and a reflection. In context of their unit, students read a story ‘सड़क का मसीहा’ which enhanced their speaking skills. To strengthen grammatical skills, students identified one word substitution (अनेक शब्दों के लिए एक शब्द’) and made a list of these words. A spell bee activity helped to reinforce spellings.
Hindi- Ab initio
In their Hindi ab-initio classes, students enhanced their reading and writing skills by penning different poems after reading them. They boosted their vocabulary by learning new words from them. They revisited different maatraa and read text related to them. Students developed their speaking skills by asking and answering questions about their likes and dislikes.
Students started off their new unit on ‘swimming’. They were eager to learn about the elementary skills of swimming such as bubbling, floating and kicking. They were also briefed about the safety rules to be followed during swimming lessons.
Students researched about a Francophone nation of their choice, in groups/pairs of unfamiliar partners, while managing their time optimally. They organised their research findings in a graphic organiser of their choice. Later, they presented their work in the form of group discussion. They developed their research skills (collecting data, organising data and presenting the research findings), self-management (organization and time management) and social skills (cooperating and group decision making).
Students were introduced to interrogative words in Spanish and they also learned to frame sentences with them.
They had a formative assessment wherein they displayed their self management and thinking skills by applying their knowledge of the verbs Ser and Estar.
In order to connect with the unit on ‘conflict and resolution’, young artists inquired about the ‘Dada movement’- an anti-war conceptual art movement which began during World War 1 . This radical movement generated questions about the conditions of society, the role of artists and the ultimate purpose of art. Students discussed the historical facts that led to this movement and gained information about the key elements of Dada ,exponents of this art and their work.
The students have been assimilating their knowledge on ‘conflict and resolution’ and this unit was taken further when they learnt about different forms of conflicts in music.
They were astonished to find out how songs can also help in encouraging peace and negate conflicts that occur between individuals. The students sang the song ‘Knocking on Heaven’s Door’ by Bob Dylan.
Students were introduced to ‘ToonDoo’ app. It is an online tool to create comic strips in an entertaining and simplistic way. It helps students create visually appealing cartoon comics. They learnt how to pick a panel while adding numerous characters to it. They also learnt to add different backgrounds and scenes to set the period of the comic. They are learning to create scenarios on conflict and ending them with a resolution. They honed their thinking skills while performing this task.
Dance lessons were focused on perfecting a jazz dance routine with music. The students also refined a combination of a jazz walk and isolation. They were introduced to the fundamentals of a ‘pirouette’ as well.
It is a well-known fact that given the freedom of selecting books on their own, children prefer to choose novels of genres that they are passionate about. Horror, thrillers or adventure books are a big draw to name a few. The library sessions this month saw students venture and explore books of different non fiction genres and pick reads in Hindi language too.