WELCOME TO THE WORLD OF IDEAS.
. 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.
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.
Welcome to an exciting new academic year. Where MYP2A learns, respects, believes and creates together.
CLASS CREST AND MOTTO
AN EXCITING JOURNEY BEGINS
This is an endeavour my MYP2A students in the first month of the new academic year.
|Language and Literature||We started the academic year with a learner profile activity where we had to identify an attribute that we wish to develop this term. We then framed essential agreements for our class followed by setting our personal goals on ManageBac. We reflected on what skills we want to develop this term and brainstormed on how to achieve them. Then we started the first unit of this term with a class discussion on the statement of inquiry. We connected it to the Global Context and discussed how the related concepts were relevant to the unit. Then we were introduced to the concept of media analysis. We viewed a PowerPoint presentation on Mise En Scene and learned about the main elements like props, facial expression, lighting and choice of colours. We viewed various visual prompts and analysed the use of key elements in each. This was followed by writing a PEEL paragraph on a visual prompt. We then viewed an audio-visual presentation on modernization. We analysed the video and wrote our perspective in a PEEL paragraph using Google Slides. We are currently inquiring into intertextuality and media analysis.|
By Nabiha Khan
|Science ||We started the science unit with building blocks where we inquired about cells and cell theory. We learnt about organisms, both unicellular, and multicellular organisms. Furthermore, we learnt about the different functions of different organelles in the cell. We observed specimens of various cells under the microscope and learnt how to distinguish between prokaryotes and eukaryotes. We constructed a hierarchy to depict the organization of life starting from an atom to organism. We then inquired about elements, compounds, and mixtures. We also learnt to draw the atomic structures of the first 20 elements along with their electronic configurations. |
By Rishabh Karthikeyan Hariharan
|Individuals & Societies || We unpacked the first unit by understanding the key concept, related concepts, global context, and statement of inquiry. Next, we delved into the concept of Pangea, where all the continents and India were connected to make one big piece of land. We formed groups for an activity where we had to cut out the portions of a map and place it together so that it looks like Pangea. We also drew the different layers of the earth. We learnt that these ideas have been derived from evidence like the existence of similar plants in two different parts of the world. We learnt about tectonic plates like The Nazca plate, The north American plate, etc and their movement. Additionally, we learnt about the different movements of tectonic plates such as convergent, divergent, and sliding movements. We applied these concepts to real life where real incidents of disasters have taken place. We analysed them and added them to our learning. |
By Rishabh Karthikeyan
|Maths ||We started this term with some skill-building activities. For the first activity, we un-jumbled command terms and either described it or drew a visual representation of them which helped in building our understanding of command terms for framing and organising our answer.This was followed by the unpacking of our unit, Real Numbers, Number Benders. We started by sharing our prior knowledge and made connections with the key concept, related concept, and global context. In groups, we used the key concept, exploration strand to formulate the statement of inquiry. This offered multiple perspectives on the same unit and concept. The last step of unpacking was formulating factual, conceptual and debatable inquiry questions.In the unit, we learnt about the natural, irrational and rational numbers and shared some examples. We drew concentric circles with one circle representing one category of numbers. This helped us understand how all natural numbers are integers.We also explored the concept of exponents. We briefly revised exponents and how they are written in expanded form. We also watched a presentation on the four laws of exponents; the quotient, product, power of a power and zero rule.We recapped the concept of integers and PEDMAS which helped in the preparation for our first formative assessment. By Kimaya|
|Language acquisition ||Spanish Phase 1We began the session with a class discussion on the unit details and then moved on to framing our own inquiry questions without the assistance of the teachers. Then we shared our prior knowledge on a Jamboard link and made connections with the current unit. Then we did some research and answered inquiry questions through art, posters, and digital design. Lastly, we started our unit which is ‘Weather and Environment’ where we learned the basics of the unit such as the different types of weather and vocabulary related to the unit. We also read a text about Weather and Environment in Spanish.By Samyra SalujaFrench Phase 1The new academic year began with an ice breaking activity in which we expressed our emotions through a ‘mood metre’. Using emojis, french words and phrases, we represented our emotions, hence integrating it to our social emotional learning. For the next activity, ‘French is everywhere’, we brainstormed common French words that are used in daily conversations and English to build vocabulary and confidence which helped develop our thinking and communication skills. Next, for the Benchmarking revision, we formed groups and created mind maps of cities to revise the unit ‘La Ville’. For our prior knowledge assessment we had the option of choosing among two visible thinking routines: KWHL or 3-2-1 to demonstrate prior knowledge about environment and weather. Lastly, in groups, we identified the global context, key concepts, and related concepts for the unit: environment and weather, evaluated them to find appropriate KC, GC, and RC’S that are relevant to the unit. We later framed a SOI in which we tried utilising the key concept, related concepts and created inquiry questions.By Aakshita SharmaFrench 2We started the term with ice-breaking activities, revisiting and revising previous concepts. We started with the unit ‘Weather and Environment’ where we discussed and examined the changes in our environment. We watched videos to understand different types of pollution and its consequences in our daily life. Lastly, we researched about the weather changes in the past 10 years in India and France. By Rishabh Hariharan|
|Hindi capableThe term began with a benchmarking test. Then we were introduced to the new unit, Travels. We discussed the elements of a travelogue. We made a poster by visually representing a poem. We also made a word list, in which we got words and sentences using them. In addition, we also played a game called Word Game which helped our translation skills. We translated English words in Hindi and whoever got it right first, jumped a box on the floor.By Kirti Matai|
|Product Design ||We started the academic session with some engaging activities that allowed us to bond with our classmates like Zip Zap Boing and Chinese Whispers. This was followed by the un-packing of the unit. We had a class discussion regarding our key concept and related concepts and brainstormed our possible global context for the term. It was interesting to see a myriad of perspectives on the same concept. Then, we framed our own statement of inquiry individually. Next, we watched a small video about the joints in a human body followed by a class discussion on where we can identify joints in our day-to-day life. This led us to our unit titled, ‘Wooden Joints Factory’. We also viewed a presentation about the various types of joints that we will refer to as we design and create our wooden product. Later, we were introduced to the first and second strands of Criterion A. We formulated our design problem and our research questions. By Kimaya Singh|
|Digital Design||We started the Digital Design class by playing games like Zip-Zap-Boing, and Story building, etc. Sir told us how important it is to be present minded and to think on the spot. He also talked about the importance of working in a group. Then we started studying the unit. Sir told us about the Key Concept of the unit and then the Related Concepts. He also talked about the Global Context. GRASP model was discussed through interesting stories. Sir also told us that we will be creating a mobile app on MIT App Inventor and I’m very excited about it. All of us then individually worked on selecting a problem for those who are underprivileged, our helpers or the school community. Now we will be working on the problem throughout the unit.|
|Visual Arts||In our first class we did a fun doodling activity where we wrote our names in a creative way and expressed ourselves through doodling. It was a fun activity that allowed us to express ourselves in a creative way. Then we started with our first unit called Point of View. We discussed the Key Concept, the two Related Concepts, and the Global Context. Later, we had to come up with our own statement of inquiry. Then we developed an action plan where we wrote the goals that we wish to accomplish through this unit. We also watched a fun video on ‘Space’ as an element of art that talked about placement, overlapping and aerial perspective of the object we plan to draw. By Saira Chhabra|
|Theatre||As an introduction activity, 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. The next activity was called Spaghetti, where our classmates gave each other an emotion or a situation to enact. Post that, we were assigned different groups and had to create a multi-story play. The catch was that each of the short plays should eventually stand out to be stories on their own, but if put in any order, shall also make one play on the whole. By Nikita Chugh|
|Dance||During our first lesson, the teacher told us the fascinating story behind the ballet. Through this, we were introduced to our unit, ‘Storytelling through Dance’. We discussed the process through which books are formed into movies, and following that same process, the class selected a scene from the story of Wonder to perform through dance. We began by selecting our roles, music, then started the choreographing and practice. |
By Ridhima Sandliya
|Physical and Health Education||We began the PE classes with some fun and creative thinking activities i.e, See, Think and Wonder. We were introduced to Physical and Health Education as a subject and what we can expect from the subject. We made essential agreements with our PE teacher. Then, we unveiled the unit plan and learned about our General concepts, Related Concepts, Key Concepts and the Statement of Inquiry. We learned and discussed the concept of lifestyle and how we can aim for a healthy lifestyle, what measures we should take to make our lifestyle healthy, what are the components of healthy lifestyle (physical activity, balanced diet, meditation, sleep).By Rishabh Karthikeyan|
|Music-||In the past few weeks of music class, we have delved deep into the different types of notes in music. These were natural and accidental. We learnt that natural notes were C, D, E, F, G, A and B. The accidental notes were the notes that had half a pitch higher or half a pitch lower. These were the Sharps and Flats. Delving deeper, we learnt about the 2 notes that had no sharp, and the 2 notes that had no flats. The 2 notes that have no sharp are E and B. The 2 notes having no flats are C and F. As we got more curious, we delved into the concept of melodies, harmonies, and scales. Here, we learnt that scale is when the notes are arranged in chronological order. Furthermore, we learnt that melodies are played and sung one by one, and harmonies are played altogether. To understand more about these tones, we tried playing these scales, melodies, and harmonies on piano. To conclude, the past few weeks of learning about musical tones were fun, enthusiastic, and mesmerising.By Rishabh KarthikeyanMyp 2A|