M5 History
The M5 students started the year investigating the turbulent events that culminated in the Russian Revolution of 1917 and ushered in the first Communist country in the world. They analysed the impact of different opposition groups and their ideology on the people of the Russian Empire. The revolution was not just the rejection of the state but of all figures of authority. The students produced propaganda posters outlining the main message of the different opposition groups in Russia.
Narayani Saberi History & ToK M2 Individuals & Societies We are so excited to have our students back on campus but we should not overlook the superb work they did during their remote learning programme. In “Individuals and Societies”, the M2 students are inquiring into how the process of globalization has shaped the world we live in. Under the conceptual lens of Change, they explored the term globalization. Although it sounds like a modern term, it started a long time ago, and its essence has barely changed. What has changed it is the technology that has increasingly sped up its process.
The M2 students were able to spot these conceptual connections through implementing a range of Approaches To Learning skills, for e.g, Communication - give and receive meaningful feedback and Research - communicate information and ideas effectively to multiple audiences using a variety of media and formats by creating a timeline using Padlet, and presenting it via Flipgrid, a platform in which students produce their own v-log in a creative way. In this task, the students worked collaboratively to create a timeline of events that represented the significance of globalization. The students discussed the relevance of their selected events, and presented it on Flipgrid. Afterwards, they reflected on aspects to highlight and improve. The M2 students stepped out of their comfort zone and enjoyed this task. Well done, M2s! Alfonso Rivera Individuals & Societies M4 Integrated Humanities This academic year, we are introducing Integrated Humanities at the M4 level. The MYP course in Integrated Humanities incorporates conceptual understanding from History, Geography and Economics. Schools can organize the study of Individuals and Societies in the MYP as integrated courses that incorporate multiple disciplinary perspectives. The students will study interdisciplinary units that require inquiry from a number of perspectives, bringing together knowledge and conceptual understandings from multiple disciplines within the subject group. At the end of the course, the students receive a single grade for their achievement in Integrated Humanities. This is to help the students with their subject choice in the IB Diploma Programme.
The students are questioning, ‘How revolutionary was the Industrial Revolution?’ under a History unit. They are learning about reforms in Japan as a subtopic in this unit. One of the internal causes was the collapse of Japanese Feudalism. While exploring the Statement of Inquiry (SOI) on how Innovations in Science and Technology Can Lead to Revolutionary Changes in the Way We Live and Work, they exhibited their creative thinking skills by creating a poster in which the hierarchy was illustrated. The students collaborated in teams to discuss how to use the resources given and to create this poster within the time limit. They divided the tasks involved based on the skills they possessed. This activity also needed good communication skills to share information and ideas according to the task instructions. The students also took the opportunity to exhibit their story telling skills on Meiji’s economic, military, social and political reforms. Revathy Ravikumar HoD Individuals & Societies and Economics Physical Health Education (PHE)
The Physical Health Education (PHE) department has had an excellent start this academic year and the faculty and the students are delighted to be back on campus. As we had to start the school year online, we decided that all the students from M1-M5, will start the year with a Movement and Composition unit, delivered through Zumba. The reason for choosing this as the first unit is because it’s possible for students to perform the set tasks in a small space and a speaker is the only piece of equipment required. We also wanted to focus on an activity that minimised screen-time. Although the students had to learn the Zumba steps through videos and tutorials set on ManageBac, they remained physically active for the full duration of the lesson. After being introduced to, and practising, a range of Zumba styles and steps, the students have been creating and performing their own Zumba routines and submitting videos to show evidence of their learning. The learning goals for this unit included developing physical coordination, timing movements to music, planning and performing simple and complex sequences of movement. Now that the students are back on campus, we have been able to offer a range of games and activities that get them to be physically active in a more social setting. Games like badminton, volleyball and capture the flag are popular choices. We look forward to building upon the strong start we have made over the course of the academic year. The Secondary PHE Team |
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