September 05 – 16, 2022
Unit of inquiry
Inquiry into the on-going unit theme, students used their research skills to explore different materials in their environment. They investigated the physical changes in a material (plastic, wood and metal) through simple experiments that tested solubility, science behind a string phone and sink and floatability of materials.
Moving ahead towards the 3rd line inquiry – How new understanding develop through play, students were familiarized with the concept of primary and secondary colours with a walking water experiment.
Introduction of phonic sound – ‘n’ was done with actions. As a follow up activity they traced the letter using sand tray and were encouraged to illustrate few things that begin with the /n/ sound on slates.
Formative assessment of the phonic sound of letters ‘/s//a//t//p//i//n/’ was undertaken with a dice, wherein the students rolled the dice and called out the sound corresponding to the number of dots that appeared on the face of the dice.
To improve pincer grip and prehensile strength, students practiced tracing, writing and illustrating on a slate using chalk. They also practiced pattern writing: slanting line and circle in their English journals.
Explicit teaching of critical thinking skills was done wherein the students were shown 4- 5 real life objects and they had to choose the odd one out and explained the reasons for their selection. Furthermore they enjoyed playing the game of odd one out.
Introduction to numbers ‘3’and ’4’ was done using spindles and class manipulatives. Furthermore students practiced formation using a sand tray, tactile number cards, and subsequently wrote the numbers in their math journal.
Students were introduced to the timeline of the day by recalling all the activities undertaken by them from morning till night. This allowed them to observe that everything in nature is followed by a pattern. Furthermore they explored different patterns in their surroundings during nature walk. To make it fun they participated ina quiz wherein they were shown the image of a pattern and were encouraged to guess the animal.
As a follow up activity they were encouraged to recognize and create patterns with class manipulatives such as blocks, colours, tangrams and subsequently created them in their journals using different cutouts.
They also followed the body action pattern with a song ‘Ram Sam Sam’ and made sound patterns using their body parts like clapping, patting on their thighs, stomping.
Students enhanced their thinking skills and revisited the concept of pattern with the story ‘The Graffalo’.
They also enhanced their counting skills and revisited the days of the week with the story ‘The Very Hungry Caterpillar’.
In their Hindi classes, students celebrated ‘Hindi saptah’ to mark the importance of Hindi Diwas. They listened to a story ‘शेर और चूहा’ and made puppets for retelling the same story in their own words. Through this activity, they honed their speaking skills. They enhanced their comprehension skills by doing an activity ‘रंग पहचानो गिनती जानो’ where they learned the names of the colours and number names in Hindi.
Students of Joey learned an action song named “Peace Like A River” wherein each one was asked to sing on the mic. Later they explored different rhythmic patterns to improve rhythmic independence. They were also introduced to rhythm and its basics.
In ICT, students worked on sequencing activities that helped them to recognize number sequences and reinforce their knowledge of ordering the numbers using an iPad app. They also played online jigsaw puzzle games using the iPad to build skills such as visual reasoning, special awareness, and logic.
The students participated energetically in the entire warm up exercises and fun activities performed during their class which boosted their endurance and agility. Students played obstacles related fun games and relay races to develop their motor skills.
Students commenced a thorough warm-up and flexibility development exercises.
A freestyle dance routine was also started on the song name Toca Toca that focused on posture. Activity based on identifying feelings in the song was also done.
The students were introduced to the concept of Empathy as they participated in an activity while listening to the story of a small mouse called Chrysanthemum. They were asked to crush a heart cut-out whenever they heard someone being unkind to her, in her new school because she had a unique name. They understood the effect of words and how unkind words can leave our hearts wrinkled and discussed what they could do to make the scars go away.
Visual art blog
Students were involved in a creative process of finger painting where they painted with their fingers on given cut-outs. They also made a small paper bag using finger painting techniques. Finger painting was a great way for children to explore, learn and develop through sensory play.
Joey enjoyed Hindi Saptah in their library lesson as part of the celebration for the home country’s popular language.
On the street, there was a lot to see. As they listened to the story “Colours on Street/गली के रंग “. They followed Sonu, Monu, and Rina on their colourful walk down the street. For them, colours were not only fascinating but also beneficial for learning. As they looked at what they could see on the street, this story gave them visual and cognitive stimulation. The story enhanced their vocabulary by discussing their surroundings.
In an extension, students discussed different colours of fruits and vegetables. They also shared their preferences with their classmates.
National Nutrition Week
National Nutrition Week was marked at school from September 1-7, 2022. The theme for this year celebrated International Day of Awareness on Food Loss and Waste Reduction.
Students were engaged in weeklong activities that covered
· Analysing data for areas of food wastage.
· How wastage can be reduced by storing food items in their correct spaces in the fridge.
· Bingo and memory game to enhance their understanding of eating healthy food.
August 22 – September 02, 2022
Unit of inquiry
Going back to the first line of inquiry – expression through play, students expressed their feelings about what makes them happy, sad, or scared while engaging in symbolic play. They were encouraged to share their experience and came up with some strategies that helped them manage these feelings.
Learners enjoyed creating different plants using hand and fingerprints to promote student agency as they were given to choose any flower and colour as they please.
Delving deeper into the inquiry of the on-going theme, students used their research skills to explore different materials in their environment. They investigated the physical changes in a material (plastic, wood, and metal) through simple experiments that tested solubility, magnetic field around them.
Introduction and recapitulation of phonic sounds – ‘t, p, and i’ were undertaken with real objects and visual presentations.
Students played a game of ‘I spy’ during their nature walk as the integration to the unit. Sound cards were hidden strategically, and they had to find them whenever the facilitator called out ‘I spy’.
To improve pincer grip and prehensile strength, students practiced tracing, writing and illustrating on a slate using chalk. They also learned writing: sleeping and standing and slanting line patterns in their English journals.
Reinforcement of number sequencing was done with the dot puzzle game.
Introduction to the writing of numbers ‘1’ and ‘2’ was done using class manipulative. Furthermore, they practiced the formation on the sand tray, slates and subsequently wrote in their math journal.
Introduction of vyanjan ‘न’ was undertaken with a story. They honed their fine motor skills by tracing the letter ‘ब’ on sand. They recognized names of birds in Hindi by playing a game.
Students of Joey learned an action song named “Peace Like A River” wherein each one was asked to sing on the mic. Later they explored different rhythmic patterns to improve rhythmic independence.
Students enjoyed the pattern tracing activity using the iPad app. They learned to trace standing lines, curve lines, and zig-zag lines. They also learned to trace the number 1.
Students worked on an interactive colouring activity that improved their number recognition skills as they identified and matched each number with its corresponding colour using a number-colour key to colour the picture according to given directions. This game reinforced children’s understanding of numbers as well as developed their artistic abilities.
Students fervently participated in warm up exercises and performed different drills during their class. They were encouraged to use their fine motor skills and develop them through activities performed individually and as a team.
It also led to the enhancement of their Thinking skills as they were focused on remembering activities and performed tasks given by strategizing and portraying characteristics of true sportsmanship.
Dance lessons started with a brief introduction and development of the warmup routine to help hone motor skills and agility based movements especially the larger body parts like arms, legs and head.
The students understood the meaning of celebrating diversity after listening to the story ‘Lovely’ by Jess Hong. Big, Small, curly, straight, loud, quiet, smooth, wrinkly; the book helped them explore a world of differences that all add up to the same thing which was- We are all Lovely. Students engaged in creating self-portraits to identify what they thought was lovely in them and shared it with their classmates.
Visual art blog
Students were asked to explore their emotions in their reflections while standing in front of a large mirror. They were also asked to make different faces, such as sad, happy and angry. They understood how their face changed as their emotions changed. Then they tried to draw a self-portrait and also made faces with various emotions.
On the occasion of Ganesh Chaturthi students used crayon to draw lord Ganesha on a blank paper using stencil, later they painted over the top of the image with watercolour and were happy to watch their wax resist painting. They decorated their painting with colourful borders.
Students listened to the story named ‘Dear Zoo’ authored by Rod Campbell, where a little child writes to a zoo to send a pet to him and the zoo in return sends a series of unsuitable pets hidden behind the flap which the students tried to guess. After a variety of animals were sent and returned to the zoo for being unsuitable, the zoo finally sent a dog, which was just ‘perfect’.
The story enabled students to identify which animals live in a zoo and raised questions about the characteristics of animals and their suitability as pets. The story prompted discussion on pets the children may have or would like.
Aug 01 – 18, 2022
Unit of Inquiry
Students commenced their first unit under the Transdisciplinary Theme –How we express ourselves.
Central Idea: We use play to express our feelings and ideas in order to come to new understandings.
Lines of Inquiry:
● Communicating through play
● Imaginative use of everyday materials
● How new understanding develops through play
Students were given time for unstructured play in different corners of the classroom and corridors. VTR (Visual Thinking Routine) – Observe, Wait and Listen (OWL) strategy was used to gain insights into student interests and preferences.
They were shown audio-visual presentations on Play. This was followed by discussion on some questions asked by the facilitator:
- What did you see?
- What were the children doing?
- What did you think they were using to play?
- Where do you play?
- What do you play?
- How do you feel when you play?
- What is your favourite game?
Students enjoyed an outdoor picnic on school campus which helped them to enhance their communication and social skills as they learned to play in groups and express their opinions.
Students indulged in singing a song -‘Pillow land’
Taking some ideas from the song, students were ecstatic and created something interesting in class using pillows and bed sheets.
Students were introduced to the feeling chart wherein each student marked an emotion/feeling (happy, sad, angry) for one of the activities conducted during the day and expressed why they felt so.
IB Learner profile symbols were introduced to students with a presentation and a story. Symbolic representation of the profiles helped them to recognize and relate to the attributes while using visual descriptors.
Introduction and recapitulation of phonic sound – ‘s’, and ‘a’ were undertaken. To strengthen the recognition of phonic sounds, students chanted sounds with actions demonstrated by the facilitator. This method using TPR (Total Physical Response), pairing of movement with sounds was done. Students honed their speaking skills with alliteration related to sound /a/. Furthermore, they were encouraged to guess the names of their classmates whose names began with /s/, or /a/.
They enriched their communication skills by adding new words (axe, pat, sap, ant, sit, sat, etc.) to enhance their vocabulary.
To improve their pincer grip and prehensile strength they practiced tracing, writing, and illustrating on a slate using chalk. They also learned writing: sleeping and standing line patterns in their English journals.
As an integration to the unit, students were involved in symbolic play where sheets and chairs were set up to represent a day at the camp. They then played out their daily routine thus enhancing their vocabulary and imagination.
English resources used:-
Students were introduced to number rods, to enhance the development of numeracy skills like seriation, sequencing, and quantification.
They demonstrated an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationships, wherein they read the number cards and built a corresponding tower. As a follow up activity, students enjoyed the game of scavenger hunt wherein the facilitator called out a number and students were asked to associate its quantity with objects from the class.
The concept of subitizing was introduced to students with fun games like rolling the dice, quick counting of fingers shown by the facilitator. Students learned to recognize sets of one to five objects without counting. They understood that numbers can be represented by objects/dots/ fingers.
Visual subitizing was reinforced using dice game, dots, objects, wherein the students guessed the correct number of dots and objects.
Students enhanced their vocabulary and listening skills with the ‘Zanele sees numbers’ story about numbers.
They indulged in picture sequencing activity by sticking the template in their journal in sequence to create the correct picture from a mixed pool.
Introduction to quantitative nature of 0 with VTR – See/ Think/ Wonder was done. Subsequently, students were shown the video Concept of ‘zero’ for better understanding. Students were introduced to the tracing of number 1 in the correct zone.
A story, ‘कबूतर और चींटी’ was shown with an audio-visual presentation and dramatization. Rhymes and stories were enacted and narrated for vocabulary development and enhancement of listening and thinking skills.
Students participated enthusiastically in all
the fun games and exercises for development of fine motor skills and endurance. They portrayed dynamic sportsmanship spirit by communicating their challenges and by working as a team.
Information and Communications Technology
Students worked on a tracing application. They learned how to count numbers from 1 to 10. Children counted the objects displayed on the screen and tapped on each one to learn numbers individually.
They honed their numeracy skills through this app.
Students were introduced to digital citizenship education, where they were apprised about when, where, and how much to use technology. They also understood the importance of screen break time.
Students practiced pattern tracing using an iPad app.
Class began with introduction and fun games for warming up to help hone motor skills and agility-based movements especially for the larger body parts like arms, legs and head.
Students of Joey learned about rhythm and its usage wherein each one was asked to play a pattern to show their rhythmic independence, later they sang their favourite songs on the mic.
To mark the festival of rakhi, various activities related to the festival were conducted that brought out their creativity. Students were engaged with hands-on learning experience- a tricolour activity of our national bird, peacock was done to celebrate Independence Day. They were familiarized to the colours of our national flag. It gave them an opportunity to understand culture and celebration.
They also decorated a template of peacock feathers with colours in their art files to mark Janmashtami. They tried using oil pastels to draw line painting and loved decorating the peacock feather with a festive theme. This activity promoted fine motor skills and creativity.
Social Emotional Learning
Students explored and identified different feelings by playing a peek-a-boo game. They were shown a series of colour blocks where they had to take turns and choose a colour to be removed. Removing the blocks revealed a feeling which students had to identify. They were encouraged to share an experience and had think of some strategies that help them manage these feelings. The students explored and celebrated their individuality and uniqueness after listening to the story ‘Elmer the Elephant’ by David McKee.’ They understood that everyone is unique, and they should not worry about being different or try to disguise their true self. The students discussed how being different is a good thing and identified one unique trait about themselves that makes them different from others.
The story “A Colour of His Own” by Leo Lionni served as inspiration for teaching young students about colours. The character of the story was a lone chameleon who discovered that he didn’t have a unique colour as other animals. He was distinct from the others because he lacked his own colour. He was able to find a place where he belonged by the end of the story. There, he made a friend and led a happy life.
The connection here between colours in their environment and the students’ learning was positive. They also discussed the value of friendship for everyone. . By simply learning the word “camouflage,” they improved their vocabulary.
July 21 – July 29, 2022
We would like to extend a very warm welcome to early learners in the nursery classroom. Like the young joeys, they are energetic and inquisitive by nature. Students began their journey of settling down into a new academic year with a wide variety of learning engagements. They witnessed many activities that fueled their curiosity to explore their surrounding and enhance their language, social, communication and creative thinking skills.
They engaged in
- interactive sessions, wherein they introduced themselves thereby enhancing their communication skills.
- indulged in finger painting of creating a welcome card for themselves.
- exploring their school surroundings with a school tour- nature walk
- listening to a story from Eric Carl’s book ‘Head to Toe’ which made them aware of their body parts in a fun way.
- a discussion on etiquettes (classroom, dining room, washroom ) using flash cards, audio visual aids, role play helped them to create essential agreements which they would like to follow.
- mystery box/bag games wherein they had to identify objects that were taken out of an opaque box by the facilitator.
Students were narrated a story ‘The Crayons’ Book of Numbers’ using puppet fingers. As a follow up activity they were encouraged to engage in free expression in art using their favourite crayon colours.
Images of optical illusion and those with slight differences were shown as brain teasers to enhance visual and cognitive thinking skills.
Facilitator sang the rhyme- Incy Wincy Spider with students using actions. This was done in Hindi as well, to promote multilingualism while developing international mindedness. Later they enjoyed listening and singing some of their favourite songs.
Students were introduced to learner profile attribute of being ‘caring’ with a story- Jarvis the jelly .This was followed by a discussion on how important it is to take care of oneself, family and the environment.
A wide range of activities to strengthen pincer grip, eye hand coordination and concentration were undertaken-
- Finger aerobics were practiced with spider push-ups and finger lifting exercises.
- Shaping play dough – They made a ball and molded it into different shapes strengthening their fingers and promote sensory skills.
- Brain Breaks’ to support natural cognitive function, develop their gross and fine motor skills by enacting rhymes, balancing, finger and eye exercises, breathing exercises, jumping and stretching with the facilitator were incorporated at regular intervals. Sensory breaks were also given between classes to promote motor movement and social connect amongst students.
- Students enjoyed tracing different shapes using metal insets to enhance their fine motor skills.
Students learnt how to greet each other with a namaste’ and ‘Suprabhat’. Various scenarios in which they could use the word ‘namaste’ were discussed. During their Hindi lesson, students listened to the story of Hathi raja where use of puppets added to the visual effect. Rhymes and stories were enacted and narrated for vocabulary development and enhancement of listening skills.
The students were introduced to new dynamic stretches and exercises for warm up. These were followed up with the activity called HAT ON THE TOP, to develop their fine motor skills, for it also motivated them to work as a team and build sportsmanship.
The students of Joey had a fun session after a long summer break wherein each one was asked to share their favorite songs on the mic. They also played different games to make it more interesting.
Information and Communications Technology
The new academic year started with a fun-filled ice-breaker activity where students got to know each other’s names, likes and dislikes.
The week began with a discussion on essential agreements to create a better learning environment. They were introduced to iPads and worked on a drawing app.
Class began with introductions and fun games for warming up to help hone motor skills and agility based movements especially the larger body parts like arms, legs and head.
In the first two weeks there were many fun activities during the day to help build the relationship with each child in class. Students made an outline of their palm, later they shared their positive memory of see, hear, smell, touch and taste.
To mark International Tiger day, various activities were organized. Children enjoyed drawing, colouring and pasting on a tiger face cutout.
Social Emotional Learning
In their Social Emotional Learning session, students were encouraged to build connections with their peers through a colouring activity. They had to actively listen to instructions from the facilitator to complete the given task. They then had to communicate with their peers to find similarities with each other helping them find common ground and help build relationships.
Students enjoyed listening to the rhyming story named Where is my Teddy? by Jez Alborough. The story about a child who lost his bear in the woods made interesting narration for when he went looking, he found a giant teddy bear instead. It turned out the giant teddy belonged to a giant bear who was also confused about how his bear had shrunk so much. The story highlighted the importance of friendship and courage. Introduction of rhyming words was taken up with the story too.