UOI
Students were tuned into understanding the importance of expressing one’s emotions and how it helps self and others to develop happy and healthier relationships. Students created emotions using various resources and talked about them.
They were later engaged in understanding the importance of signs and symbols through various provocations and situations given to them. Being internationally minded, students shared their perceptions and explained how signs and symbols around the world help people to understand their meaning. They expressed their understanding through poster-making and creation of flash cards.
Students were assessed on their understanding of different signs and symbols and the importance of signs and symbols around them. They shared their understanding through various activities such as sorting/take and talk/illustrating.
To deepen their understanding, students designed their own symbols using various class resources and manipulatives. They shared the meaning of their symbol with their peers.
Video-
What do these symbols mean? And why do you think these symbols are important?
English
Listening, speaking, and reading skills were developed with a wide range of activities such as-
identifying initial, middle, and ending sounds in CVC (consonant-vowel-consonant) words with interactive PowerPoint presentations.
blending sounds using reading sheets.
Pre-writing and writing skills were strengthened by tracing letters, colouring CVC objects beginning with /l/, rainbow writing, and preparing Christmas artefacts.
A formative assessment on decoding the phonic sounds covered during the term was undertaken.
VTR (Visual Thinking Routine) Pose, pause, pounce and bounce strategy was used to reflect upon a short audio-visual presentation called ‘Life’.
Pose – A question was posed within the first 30 seconds of the presentation.
It was a questioning technique that kept students alert
and ready to respond.
Pause – After the question was posed, a pause was taken so that each student could
develop an answer.
Pounce – As one student finished responding, another was selected for his/her
response.
Bounce – Facilitator kept on bouncing the same question until the responses led to an
understanding of different perspectives.
Finally, the complete story was shown. This activity led them to reflect, incorporate new
thoughts and express their opinions.
Resource used:
Writing letter /u/ by Epic Phonics
Writing letter /l/ by Epic Phonics
Math
Introduction to numbers ‘9’and ’10’ was done using number rods and class manipulatives with a focus on place value system. Furthermore, students practiced the formation of numbers by tracing numbers using a sand tray, tactile number cards, light table and subsequently writing the numbers in the math journal.
The concept of odd and even numbers was introduced using number rods, number cards and counters. As a follow-up, they practiced the same in their journals.
Formative Assessment of Patterns was undertaken wherein students were encouraged to extend the given patterns and to create the patterns as per their understanding using objects from nature.
Formative Assessment of measurement was undertaken to assess student’s ability to compare and describe height, weight, and capacity of different objects.
Students were introduced to the relative position of objects using the following terms:
inside, outside, up, down, in front of, left and right, above and below.
Facilitator demonstrated various positions of a toy with absolute reference. Eg. My toy is inside the box. Subsequently, students were encouraged to place the object on the table as per the term used (above, below, beside, in front of, and next to).
Hindi
Recapitulation of all vyanjans was done using flashcards and by writing them on the slates. Students were introduced to names of fruits. They also explored the color and taste of different fruits through a tasting activity.
Music
During the music lesson, students reviewed the clefs and accidentals to enhance their understanding of musical signs and symbols.
They also reviewed the Kodaly hand signs. Mastery of these signs helped them to cultivate aural skills, enabling students to internalise musical patterns and improve their ability to sing the scales with accuracy.
They also sang Christmas carols like “Hello reindeer”, “Jingle bells” and “We wish you a Merry Christmas”.
Art
Students participated in a winter-themed art project and honed their fine motor skills. They created a snowman by cutting circles and using shape cut-outs from coloured paper to add features to the snowmen, such as eyes, mouth, nose, scarf, and cap. They carefully glued these onto the painted blue background, fostering precision and control. With guidance, they arranged unique snowflake shapes, infusing creativity into their designs.
This engaging project not only allowed the students to explore their artistic talents but also cultivate reflective skills. Students were encouraged to share what they enjoyed about the activity, any challenges faced, and how they could apply their learning to future art projects.
ICT
Students celebrated ‘Computer Science Education’ week by participating in ‘Hour of Code’ programme. The primary objective of this programme is to teach students computer science for at least an hour. There was a wide range of coding lessons and activities from which students learned the fundamentals of coding. Students participated in coding games in which they arranged blocks of code to complete an assigned task. Through these activities, students developed their computational thinking skills.
Dance
Students delved into the world of dance mudras, crafting gestures that symbolised animals and conveyed emotions through the art of shaping and gesturing with their hands.
PHE
Learners of Joey practiced walking, running in lanes, jumping over hurdles, crawling under objects, balancing bean bags as well as balancing artificial eggs on a spoon. Where they were able to hone both their gross as well as fine motor skills.
Library
Christmas Magic is silent. You don’t hear it-you feel it. You know it.”- Kevin Alan Milne
Students inquired about sustainable Christmas trees during library lessons. The librarian displayed the book tree. They also discussed finding ways to dispose of trees once used.
In addition, students engaged with the nativity story cards and puppets. They delved into the traditions surrounding Christmas and learned new festival-related vocabulary along the way.
Nov 27 – Dec 08, 2023
UOI
Students recapitulated signs and symbols done so far with various hands-on activities and memory games. Later, they were introduced to weather symbols with a weather song and use of flashcards. Students deepened their understanding of weather symbols by sorting clothes worn in different weather and brainstorming about the use of weather symbols in real-life situations. . Students shared their favourite weather symbol and illustrated/talked about the activities they do in their favourite weather.
Resources:
How’s The Weather? Weather Song For Kids
English
Listening, speaking and reading skills were developed with a wide range of activities such as:
- sequencing story of ‘The cautious caterpillar’ using picture cards
- decoding the phonic sound of /o/ and /u/ weaving a story using ‘the Big book of Jolly Phonics’
- identifying initial, middle and ending sounds in CVC (consonant-vowel-consonant) words with interactive PowerPoint presentation
- blending sounds using reading sheets
Students’ listening skills were assessed through listen an draw activity where they followed the instructions to illustrate a picture and colour it.
Pre- writing and writing skills were strengthened by tracing letters on light table and in sand, play-doh manipulation, slate and chalk and join the dots. Students were also familiarized with writing zones through a sky, grass, and soil activity.
VTR (Visual Thinking Routine) Agree, disagree was used to reflect upon the story ’The cautious caterpillar’.
Resources:
Math
Introduction to numbers ‘7’and ’8’ was done using spindles and class manipulatives. Furthermore, students practiced the formation of numbers using a sand tray, tactile number cards, light table and subsequently wrote the number 7 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 follows a pattern. 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, and later they created patterns 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, and stomping.
Formative Assessment of Symmetry was undertaken wherein students were encouraged to complete the given picture independently.
Hindi
Introduction of Vyanjan घ was done through an activity of creating a house using picture and shape cards. Later, other words related to the vyanjan घ were introduced using flash cards.
Recapitulation of Vyanjans – ब, स, न, ल, र was done with writing activities.
Music-
Students are engaged in learning different musical symbols.
They learned to identify Alto clef, Treble Clef, and Bass Clef, along with musical accidentals, which will gradually enhance their musical ability to read and interpret sheet music. To elevate the spirit of the festive season,
Christmas songs were introduced.
They also learned the song “Hello reindeer” and took turns to lead the song during music lessons.
Art
Students’ artistic talents and proficiency in fine motor skills such as cutting, pasting and colouring were assessed with formative assessments.
ICT
Students explored various options of Magic tools in Tux Paint. They drew various national symbols using shapes in Tux paint. They also added colours to their drawings with brushes and colour tools. Additionally, students honed their number-tracing abilities through dedicated practice using an iPad app.
Dance
Students delved into the world of dance mudras. They crafted gestures that symbolised animals and conveyed emotions through the art of shaping and gesturing with their hands.
PHE – Students worked on their speed, agility, and coordination by participating in sprints, hurdle races, and fun relays. Students also enjoyed Yoga where they performed various animal poses such as lion pose, cat pose, and camel pose.
Library
“Together, let’s craft a festive season that honours the planet and spreads joy in mindful ways.”
In the spirit of sustainability, our library is embracing a unique holiday tradition: a Christmas tree made entirely of books! This eco-friendly masterpiece embodied the joy of reading while reducing waste. Students, intrigued by this idea, seek ways to replicate it at home. The librarian encouraged mindful celebrations and they explored homemade decorations, upcycled crafts, and gift-giving that align with sustainability.
In the enchanting tale of “MOG’s Christmas Tree,” students also discovered the joy of the festive season. The story kindled a spark, igniting their love for Christmas celebrations. With MOG the cat’s adventures, they learned about friendship, kindness, and the spirit of giving. As they embraced the tale’s warmth, their eagerness to partake in the season’s festivities grew. Inspired by MOG, they yearned to create their magical moments, spreading joy and love during this special time of the year.
Mog’s Christmas by Judith Kerr
Social Emotional Learning (Sunaina)
Students understood the importance of being respectful by observing various images of the earth and listening to a story. They expressed their feelings and thoughts about taking responsible actions to save the earth. Actions from the story also helped them to make connections with the SDGs (Sustainable development goals).
Nov 13-24, 2023
English
Listening, speaking, and reading skills were developed with a wide range of activities such as
· sequencing story of ‘The Very Hungry Caterpillar’ using picture cards and enacting the story in small groups using stick puppets
· decoding the phonic sound of /g/ and /d/ and weaving a story using ‘the Big Book of Jolly Phonics’.
· identifying initial, middle, and ending sounds in CVC (consonant-vowel-consonant) words with interactive PowerPoint presentations.
· phonic drill using tactile letter cards.
· singing poems and rhymes with actions.
· blending sounds using reading sheets.
Pre-writing and writing skills were strengthened by tracing letters on light table, sand-tracing, play-doh manipulation, slate and chalk and join the dots.
Students were apprised about the school values FIRE (fairness, integrity, resilience and empathy) using age-appropriate vocabulary with a story of a hedgehog.VTR (Visual Thinking Routine) Agree, Disagree was used to reflect upon the story.
Students crafted a headgear of a hedgehog and expressed what qualities they would like to imbibe just like the hedgehog in the story.
Resources used:
CVC Words with the letter /a/ and /t/- Learn to Read
Jolly Phonics Group 1 Blending to Read ( s a t i p n)
Writing and reading the phonic sound /g/ by Epic Phonics
UOI
Students were tuned into the road safety symbols by honing their thinking skills using situation cards and various games- guess the symbol, road safety puzzle, torn paper traffic light and find your pair.
They delved deeper into the importance of road safety symbols through a role-play followed by a discussion and audio-visual.
Students made real-life connections with IB Learner profile symbols and used various materials such as cardboard, googly eyes, and cutouts to create their Learner profile avatars.
They also recapitulated the signs and symbols done so far by engaging in various hands-on activities such as shadow activity, play doh molding and creating them on a light table.
As an ICT integration, students created national symbols using tux paint and enhanced their understanding of the signs and symbols around them.
t-t-18013-road-sign-puzzle-_ver_1.pdf
t-t-16048-road-sign-shape-matching-activity-_ver_1.pdf
Math
. Students measured the length of various objects like the table, carpet, laptop, notebook, etc. using non-standard tools such as body parts like hands, and foot and objects like blocks/ bottle caps and dominos. They enhanced their estimation skills and learned new vocabulary -hand span, foot span, cubit, and arm span.
Tuning into the concept of weight, students were introduced to the concept of heavy and light with different manipulatives. They compared two objects and sorted them into light or heavy. They understood that big objects could be lighter and small objects could be heavier. They also developed vocabulary related to weight – light, lighter, heavy, and heavier.
Students were introduced to the timeline of the day by observing their daily routine and recalling all the activities undertaken by them from morning till night.
Introduction to number ‘6’ was done using number rods, spindles, and class manipulatives. Furthermore, students practiced formation of the number using a sand tray, tactile number cards and subsequently wrote the number ‘6’ in their math journals.
Hindi
Students practiced the formation of व्यंजन ‘र’ using slates and play-doh. They were introduced to the name and colour of the vegetables by engaging them in a roleplay of a vegetable seller. Students enhanced their vocabulary and enjoyed buying vegetables of their choice.
Music Understanding the signs and hand gestures is fundamental for every musician to communicate during a presentation.
Students reviewed the musical signs, and identified the treble clef. They used Kodaly hand signs to sing the solfege in perfect order. They were also engaged in a fun-filled learning experience of singing short chorus, playing musical games, dance freeze, etc..
Art
.To foster individuality and imagination among students, they were given an opportunity to explore and communicate their thoughts and emotions through free-expression artwork.
Students enhanced their fine motor skills by engaging in a creative and tactile learning experience where they practiced cutting using the outline of a bird’s feather as a guide.
ICT
During the ICT lesson, students continued their learning journey on Tux Paint and added colour to the page. They learned to open and save their drawings. They also learned to use the eraser tool.
Dance
Students focused on performance and musicality and learned a performance-based dance to the song “Toca Toca. Students also learned some stretching dance workouts to improve their flexibility.
PHE – Students performed jumping jacks, pogo jumps in-outs, and some coordinated movements in response to music. They also practiced jogging and running in their classes. For recreation, students played the tag game.
Library
The students listened to the story titled “The Otter Who Was Afraid of the Water”. This story aimed to illustrate how individuals can conquer their fears by embracing new experiences.
The story centred around an Otter who harboured a fear of water. As the story unfolded, Otter gradually realized that feeling afraid was natural, yet confronting those fears and having self-belief was crucial. It encouraged learners to surmount their fears, assist friends in challenging situations, and foster the development of their thinking skills. Additionally, it promoted the learner profile attribute of striving to be ‘Courageous’.
The otter who was afraid of water
Social Emotional Learning
On the occasion of Gurupurab, students were engaged in a storytelling session aimed at providing a holistic understanding of Guru Nanak Dev Ji’s teachings and principles. The facilitator shared three golden rules imparted by Guru Nanak Dev Ji that teach us to be honest and empathetic towards each other: Naam Japna (meditation on God’s name), Kirat Karna (earn an honest living), and Vand Chhakna (share with others). As a follow-up, students participated in a quiz where they associated each golden rule with one of the learner profiles. The facilitator also explained the significance of ‘Langar’—its meaning, origin, and the context in which it began. Students enjoyed some langar Prasad and experienced Sewa – the spirit of service and humanity.
Oct 23 – Nov 09, 2023
UOI
Students commenced their unit under the Transdisciplinary theme- How we express ourselves. The central idea of the unit is ‘Signs and symbols help us to express ourselves’, and conceptual lens- Expression.
As a provocation to the unit, students were taken for a ‘gallery walk‘ wherein they observed everyday signs and symbols around them. Prior knowledge of students was assessed during a school tour where they observed various signs and symbols such as recycle symbols, fire exit signs and guessed their meaning . As a follow up, students also created one symbol that they remembered from the school tour using various materials such as using a light table, play-doh, chalk and slate, beads. They further delved deeper into understanding 2 categories of symbols: emoticons and school safety symbols by exploring flash cards followed by games and other hands-on activities. Students recorded their understanding of symbols in their ‘Signs and symbol booklet.’ Students delved deeper into the understanding of the function of symbols through provocations and audio-visuals.
Students were tuned into the national symbols of India through a presentation during an online class. They illustrated and created these symbols using playdough and this was followed by a JAM (Just a minute) session where they spoke about their work and enhanced their communication skills.
Resources used:
au-t-10003409-emoji-emotion-cards_ver_1.pdf
PPT- National symbols of India.pptx
National symbols of India.docx
school and safety symbols.docx
English
With listening and speaking activities, students expressed an understanding of the meaning of their own names and confidently introduced themselves to teachers and friends. In terms of reading skills, they were able to identify the phonic sounds of ‘m’, ‘r’, and ‘d’ while engaging in activities like mud play, roll the dice, rhymes, and scavenger hunt. Pre-writing and writing skills were developed with , sand-tracing, play-doh manipulation, and join the dots.
Students demonstrated good comprehension skills during story time, particularly with stories such as “Dipal’s Diwali” and “The Dot.”
A formative assessment of speaking and presentation skills was taken with a show-and-tell activity.
Resources used-
Writing and reading the phonic sound /m/ by Epic Phonics
Writing and reading the phonic sound /r/ by Epic Phonics
Math
Introduction to numbers 3, 4 and 5 was done using number rods, spindles, and class manipulatives. Furthermore, students practiced number formation using a sand tray, light table, and tactile number cards and subsequently wrote the numbers in their math journals.
Students explored the concept of measurement- capacity through hands-on activity. They were familiarized with new terminology such as empty, half, and full.
Formative Assessment was undertaken to assess student’s understanding of associating numerals with quantities (1-5).
Reinforcement of ‘Days of the Week’ was done with the help of the rhyme.
Hindi
To enhance their writing skills, students attempted to write the व्यंजन ‘स’ with correct formation and in correct zones in their journals. They were also introduced to व्यंजन ‘ल’ through various activities. Students enhanced their listening skills by listening to the story ‘चींटी और टिड्ड़ा’. As a follow-up, students arranged the story cards in a sequence and narrated the story in their own words.
Social Emotional Learning
SEL session focused on encouraging students to be empathetic and respectful towards others. Facilitators performed a roleplay to apprise them about empathetic actions such as sharing their toys with peers, being humble towards others, taking care and helping others, etc. Later, students viewed a story on empathy and reflected on the same.
Music
In the music classroom, students were actively engaged in vocal exercises that included singing the solfege while using Kodaly hand signs.
These exercises enhanced their understanding of pitches as each sign corresponds to specific pitch.
Additionally, students are learning action songs that incorporate body movement, promoting a holistic approach to music education. These activities not only aim to improve their musical skills but also encourage effective communication through the language of music, fostering a deeper connection to art form. Overall, this dynamic and interactive approach enhances the students’ musicality and expression.
Art
To mark the festival of Diwali and enhance their self-management and social skills, students were engaged in creating various artworks. They had much fun making colourful drawings of diyas using crayons and watercolour and created firecrackers as artwork with bright foam sheets and glitters. To show gratitude, students also painted earthen diyas to be donated to an NGO.
ICT
Students learned how internet can be used to visit faraway places safely and learn new things through a video.
Students were introduced to TUX paint which is a free painting software for computers and laptops that is especially made for children. Students learnt to draw and paint using different brushes and colours on the sheet. Furthermore, they reiterated the concept of shapes and compared a set of objects through online educational games which enhanced their thinking skills.
Dance
Students learned a performance-based dance on the song “Toca Toca” to enhance their coordination and self-management skills. Simple dance vocabulary was incorporated into the dance routine.
Physical Education
Students worked on their speed, balance, agility, and body coordination during athletics where they practiced standing at the start line, running in lanes, crawling under objects, jumping over hurdles, and balancing objects which aims to improve their overall motor abilities.
Library
“Diwali is a symbol of hope for humankind. May it bring universal compassion, an inner joy of peace, love, and the awareness of unity to all. Happy Diwali!”
During library lessons, students listened to the story “Hurray for Diwali” and joined Gittoo and his family, who were gearing up for Diwali, the festival of lights. The whole family was involved in clearing the house, removing unused and old stuff for upcycling, making sweets, and gearing up to receive family from outstation for the festival. They also listened to Gittoo’s mother, who explained the story behind Diwali and the Laxmi Puja that marked Diwali. They were able to form personal connections and exchange ideas about how they would commemorate the festival.
Joey-A 
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