Children must be taught how to think, not what to think…

Students progressed with the unit on ‘Universe’ as they continued with their individual explorations into planets, galaxies and meteors in their Unit of Inquiry classes.  They researched on any one of the celestial bodies and presented their understanding of the same in class during a take and talk session, thus integrating English language skills with their unit. The formative assessment on the first line of inquiry ‘Celestial Bodies in the Universe’ was conducted where students arranged different planets, meteors and comets according to their order and position in the solar system.

The students discovered the different phases of the moon after watching the following link.

They consolidated their understanding about rotation and revolution with an experiment using  a globe and a lamp. They further watched two videos and identified the reasons why Pluto is not considered  a planet anymore. As they progressed towards the  understanding that space exploration is changing, students watched the following video (link below) and reflected on it.

Students became aware of the meaning and the scope of space exploration and inquired into the different means of space exploration with a group activity. They discussed the progress made in space exploration by recalling and plotting events as a timeline. They debated the advantages and disadvantages of space exploration and delved into the impact of such explorations on our daily lives. Their knowledge about space exploration was enhanced when they identified the local and global organisations responsible for  exploration of the final frontier. They watched the following videos (links below) to understand more about these organizations. [ISRO]  [NASA]


English lessons were integrated with Unit Of Inquiry as they read to comprehend a passage about the relevance of space suits and how they work. A take and talk activity was carried out as part of UOI integration where students spoke about the celestial bodies, thus honing their communication skills. The rules of subject verb agreement were discussed and students identified correct and incorrect sentences based on these rules.  They also analysed the front cover of the novel ‘At least a fish ‘and made a novel study booklet to record the predictions from the story. Thereafter they read the first chapter of the novel and wrote its summary into the booklet. Students understood the features of a formal letter.  Their understanding was strengthened as they distinguished between formal and informal letters. A Spell bee was conducted to reinforce the spellings related to the unit and students solved the word search in the newspapers.

During Math lessons, a central idea for the concept of measurement was discussed. Students identified key words from the central idea that ‘we can use different units and strategies to measure length, weight, capacity in our daily lives’. Drill sums on conversion from one unit to another continued including word problems on measurement. Students attempted formative and summative assessments. They read an article on the difference between mass and weight. It was integrated with their UOI lesson as they appreciated the fact that weight on moon is much lesser than the weight on earth owing to different gravitational force on Earth and Moon. The concept of data handling was introduced to the students through a group activity where they were shown certain graphs and had to identify the type of the graph. Students listed and identified the different parts of a graph and eventually interpreted a bar graph by answering questions. They practised plotting bar graphs on graph sheets.

During Hindi lessons the listening and speaking skills of the students were enhanced through a role -play ‘अन्तरिक्ष की  सैर’. In this play they acted like different parts of the solar system. To enhance their thinking and writing skills they sorted out and wrote difficult words, their meanings and question-answers from the play. For their summative assessment they wrote an informal letter, identified and highlighted nouns / verbs.  Through a Venn diagram they explained the advantages and disadvantages of space exploration.



In their Hindi classes students learned the alphabets ‘Na’,’La’,’Gha’,  both in written and as well as in oral form. They drew a picture of the ‘Solar System’ and wrote their equivalent Hindi names. To enhance their speaking skills they formed sentences with letters ‘Na’, ‘La’ and ‘Gha’ of the Hindi alphabets.

The objective of French lessons was to get students well versed with the concept of the verb- AVOIR (to have) in present tense. Students learnt the pronunciation through the drill technique and later practised conjugation of the verb in writing. They also framed sentences collaboratively and hence developed their social, communication and thinking skills. Later they attempted formative assessment on ETRE (to be) and received feedback for the homework on the verb. Following links were used during the lessons. (verb- Avoir)  (subject pronouns)

Students learned professions and nationalities in Spanish and practiced their pronunciation during  Spanish lessons. Students also tried to make sentences using this vocabulary and strengthened their writing and speaking skills.

Students understood the differences between the masculine and feminine nouns , their similarities which were distinguished with the help of the articles used in Spanish.

During ICT classes students carried out some secondary research on celestial bodies and recorded their reflection on Microsoft PowerPoint. Moreover, students engaged in the Hour of Code on focussing on coding, technical and problem solving skills. They also explored Sky Walk app thereby integrating ICT with their unit.

During Art lessons students worked in groups of four and organized a still life composition for themselves by using objects available in the art room. They observed the arranged objects carefully and drew their composition displaying the positive and the negative space.

The students learned to write notes on the treble clef and bass clef during their music lessons. They tried writing the music notes of twinkle- twinkle little star on the staff notation.They sang carols on karaoke and some of them also performed it for the open stage carol singing to mark festive celebrations.

For Dance lessons students stressed on observation and analysis skills.  They also created impromptu symmetrical movements.

The students started with their new unit on Athletics during their Physical Education classes.  They were briefed about the rules and regulations of  track and field events and were  shown how to take start, turn and finish. Students also started practicing for the upcoming inter house athletic meet.

Library has closed down for the term to take stock of books and prepare for term 2. However children continue to read newspaper and personal books in the class library.


The beautiful thing about learning is that no one can take it away from you…

The unit on civilization concluded with a field trip to the National museum, New Delhi, where students gained an insight into the lifestyle of people from the Indus Valley civilization through the art and artefacts displayed at the museum. They appreciated pottery, jewellery, tools etc. used by the people of that period. The students reflected upon their visit and then attempted a summative assessment.

The new unit on the universe started with a prior knowledge assessment where students were shown images related to space and universe. They discussed the images and completed a graphic organiser based on it. The central idea and the lines of inquiry were introduced using a video on the solar system (link below)

They  Big Bang theory and creation of universe and stars as revisited with the help of videos. Later students created a flip booklet based on their prior knowledge about the solar system. The students strengthened their knowledge about galaxies and meteors as they watched the following videos

Students inquired about different planets, galaxies, meteors and comets. They used their research skills to investigate how they were formed and then presented their understanding in class, thus enhancing their research and communication skills.


Our Wonder wall…. for inquiry:


Students discussed the answers to their questions and wrote the answers on the wonder wall.

During English lessons students attempted a formative assessment on writing a summary of their chosen story. Students differentiated between regular and irregular verbs through a group activity. They also watched videos with the following links pertaining to the same. This enhanced their understanding of both types of verbs. They also identified verbs from newspaper articles and categorised them in their process journals as regular and irregular. The concept of subject verb agreement was introduced through a class activity where they were given sentences and they had to identify whether the sentences were correct of incorrect. The students understood how the verb has to agree with the subject in the sentence in order to make it a meaningful one. A few rules of subject verb agreement were discussed.


During their Math classes students attempted a formative assessment on time where they were shown certain flight timetables and had to calculate elapsed time, convert time into 24- and 12-hour clock format. They also wrote a summative assessment on the concept of time. The new unit on measurement started with assessment of their prior knowledge. Students were divided into groups and given certain measuring tools like measuring tape, beakers, weighing scale etc. They measured different objects – like vegetables, book case in class, a finger ring, water in their bottles – with the help of these instruments in a group activity. They recorded their observations and analysed relevant units of measurement. They understood different units used to measure weight, length and capacity.  Students practised sums related to conversion of units on measurement.



During Hindi classes students enhanced their writing and speaking skills. They understood informal letter writing by reading a letter. Then they wrote a thank-you letter to their relatives and friends. They saw a video on essay writing and discussed about it.The following link was used for the same

During their French lessons’ students got well versed with the concept of the verb- ETRE (to be) in present tense. Students learned the pronunciation through the ‘drill’ technique and later practised the conjugation of the verb in writing. They also framed sentences collaboratively and hence developed their social, communication and thinking skills. The students viewed the following links to enhance their understanding.


During Spanish lessons students practised the subject pronouns during a class activity, wherein they were given situations to address their peers and elders in Spanish. They also learned the formal and informal concepts of using the pronouns apart from singular and plural. Students watched videos based on the subject pronouns and how are they relate to their corresponding conjugations.

Students researched on media and recorded their reflection on Microsoft PowerPoint during their ICT classes. They explored Adobe spark and created beautiful images. They also learned how to create videos. Students also enhanced their typing speed on typing club.



Students began their third unit in Art as they discussed the art space of an artwork and connected it to the related concept of their unit on ‘Space Exploration’. They identified the various visual components of ‘Elements of art’ and recognized the importance of principles of design. Students expressed their understanding in their art journals.

During their music lessons, the students learned to sing Christmas carols- ‘Hark the herald angels’ and ‘Gloria’. They practised choir singing. They also had solo singing performance during class.

In Physical Education classes the students continued with their unit on football. They practised long passing and cross passing. They also practised ground passing to a stationary partner as well as to a moving partner. They enjoyed playing short sided matches.

During the Library class, the significance of Children’s Day was discussed with the students and they also shared their opinion and perception about this day. Students were asked to pick fiction books in preparation for upcoming book review exercise in the forthcoming week.

“Don’t let what you cannot do interfere with what you can do.” …

The students delved further into the unit on ‘civilizations’ as they inquired about different characteristics of each civilization. As the unit drew to a close, students prepared for the Unit of Inquiry presentation. They enjoyed giving finishing touches to the clay models of toys, pottery, jewellery which they had developed post extensive research work . The students recapitulated their final presentation with peers thus developing their communication skills (speaking, presenting) and social skills (co-operating, adopting a variety of group roles). They also took keen interest in putting up  posters and work on the display boards.

The communication and self-management skills of students were evident as they presented the Indus valley civilization to parents and gave them an insight into their understanding of the unit. They articulated confidently and expressed their thoughts clearly. They also shared how transdisciplinary subjects (Math, English and Hindi) were integrated with this unit. The parents expressed deep appreciation for the effort put forth by all students.

A formative assessment was taken wherein they expressed their understanding about the characteristics, reasons of decline and influence of a civilization of their choice, on the present times.  Students attempted another formative assessment where they dug out artefacts and inquired into how evidences of past civilizations could be used to make connections with the present day. The students wrote their reflection  and finally took the summative assessment.

During English classes students attempted the formative assessment on summary writing. Spell Bee was conducted to strengthen the vocabulary. The communication skills  were honed as they rehearsed their roles for the presentation.

During Math lessons students practised conversion of time from 12 hour to 24 hour clock and vice versa using the links

Students watched the video on the following link to understand T- chart strategy for calculating elapsed time.

Students enjoyed practice of mental math sums on a regular basis with emphasis on ‘time conversion’.

During Hindi classes students enhanced their writing and speaking skills. They understood ‘समुच्चयबोधकशब्द'(conjunction). Going further they discussed and wrote these words and also formed sentences using the same. Students practiced counting numbers in Hindi from 20-30 and used it in sentences of their own.

During their French lessons students learned new vocabulary. Students collaboratively created Pictionary using images from old newspapers.

Students were introduced to the verb Ser, during Spanish classes. The subject pronouns was explained to them in Spanish and how they are different from pronouns in English. They understood that unlike English conjugations of the verb in Spanish are not same but vary with the subject.

ICT – Students took an assessment on Microsoft word. They also practiced strengthening of typing speed on typing club.

As an integration with the current unit on ‘Civilization’ each student created a clay artefact in the visual art classes based on extensive research. They learned different clay techniques to create unique models. The clay models of the students were displayed during the Unit of Inquiry presentation and made great mementos for parents.

Music – The students learned about metronome and time signature in western music lessons. They watched videos of drummers and pianists playing the same and  guessed the time signature in the compositions.

The students  continued with  their unit in football. They practiced ground passing to a stationary partner and to a moving partner. They also practiced long passing and cross passing. Students are enjoying honing their skills and putting in their best efforts towards developing these, before they can move on to play matches.

During their library classes two books were issued to the students with special focus on mother language reading. They chose and issued one book from any genre of their choice and the other was a Hindi fiction according to their reading level. The abinitio students were issued Band 1 books to suit their level.

Tell me and I forget. Teach me and I remember. Involve me and I learn.

Students continued their journey through civilizations during their Unit of Inquiry lessons as they tried to understand the past and the influence it has on the present. The following video gave them a better insight into the same:

Students marked the civilizations on a world map and thus consolidated their visual understanding of the locations of different civilizations. They understood what archaeology meant and the steps involved in the excavation process through a power point presentation.

The students got hands on experience as they applied their understanding of an excavation process to unearth some interesting artefacts. Later they reflected on their learning derived from this novel experience.

Young archaeologists club link for students who want to delve further –

Students were divided into groups and each group conducted research on different aspects of few civilizations namely Roman, Chinese, Egyptian and Indus valley. They enjoyed creating models of houses, jewellery, seals and toys meant as a means to decode the highlights of their culture. Students geared up for their unit presentation as they collated their research work in preparation for the upcoming unit presentation for parents. They designed posters and booklets to showcase their understanding.

English lessons were integrated with UOI when students presented their research work on their chosen civilization as a ‘Take and talk’ activity. They brainstormed about the essentials of summary writing and used the ’Big 5’ strategy to summarise their work. Students also watched a video on summary writing which was followed by a classroom discussion and note taking. The link is given below:

A Spell Bee was conducted to strengthen vocabulary development where students also constructed sentences with the given words. They attempted a summative task on persuasive writing on a chosen topic. A reading assessment was completed during the week.


During Math lessons, students practised conversion of time from bigger units to smaller units and vice versa. They distinguished between 12 hour and 24-hour clock format with the help of the following video

Students associated application of the 24 hour clock to real life situations – e.g. airport and train schedules, military time etc. The concept of timeline was consolidated as it was integrated with the unit on civilizations, wherein different civilizations were plotted according to their period of existence. Students enjoyed practice of mental math strategies on a regular basis.

In their Hindi classes students watched a video and attempted a comprehension activity. They answered few questions and formed sentences with antonyms. They learned facts about ‘Indus valley civilization’ through the video link and enhanced their vocabulary by learning new words.



In French classes students were assessed on the concept of numbers. They wrote the digits in words and solved word problems through a gallery walk, thus developing their thinking skills.

During Spanish lessons students attempted a formative assessment based on the knowledge of numbers and their uses. Students wrote numbers between 1 and 100, checked their spellings along with the ascents. Students worked on mathematical equations given to them in Spanish, wherein they calculated the sums in Spanish.This consolidated their knowledge of the mathematical symbols like addition, subtraction and multiplication.

For ICT lessons, students were introduced to primary and secondary research and the differences between them. They used this information to further research about bibliography and MLA format. They learned MS word and explored different tools like file, home, insert, page layout, references, mailing, design etc.

Art –Students integrated their unit of inquiry with art as they inquired about clay artefacts from around  different civilizations. They were introduced to different clay techniques and clay tools. Students researched on a chosen artefact/object from an ancient civilization and created a clay model of the same. Students continued making their artefacts using earthen clay.


The students had an auditory task during their music lesson where they listened to two different compositions- western and Indian fusion and they noted down the number and types of instruments they thought were played in the compositions. They learned and practised playing the quarter beat on the drums.


Dance lessons stressed on observation and analysis skills during which students had to create symmetrical movements on an impromptu basis.


The students started with their new unit of football during their Physical Education classes. They practised dribbling skills with their right as well as left feet. They further practised dribbling around and through the cone paths in a zigzag manner.

During library classes, the students were taught the ‘Five Finger Test to hone the art of selecting age appropriate titles. The students thus were armed with necessary techniques to locate and read books that offer entertainment along with knowledge, challenge, thrill, inquiry and reinforcement of TD themes imparted in class.


French Assembly:



What we learn..becomes a part of who we are….

Students progressed with learning about the characteristics of civilizations and societies during their Unit of Inquiry lessons. They enjoyed a power point presentation on how civilization emerged from the Stone Age. They also plotted different eras on a timeline showing the Stone Age, Bronze Age and Iron Age. Students distinguished between the features of Paleolithic , Mesolithic and Neolithic ages and thus understood the progress of mankind.

More information about the various civilizations is available on the link below :

Students, in groups, researched on different aspects of Indus valley civilization like town planning, art & craft, religion and culture etc. with the help of different resources provided to them. Students presented their research work on aspects of Indus valley civilization like architecture, jewellery and pottery; in the form of illustrations and models.

They geared up for the upcoming Unit of Inquiry presentation as they collaboratively researched  the different aspects of the  Chinese, Egyptian, Roman and Indus valley civilizations. They understood the influence of these age old civilizations on modern times.

Students enhanced their knowledge and understanding about the different features of Indus valley civilization with a gallery walk. They took notes to consolidate their understanding and make connections between the past and the present.


English lesson were integrated when students answered questions from a comprehension passage based on Indus Valley Civilization. Research skills were enhanced as they researched in groups;  later collated and shared their research findings with their peers thus strengthening communication skills. Students were assessed on their reading skills based on a rubric. Their knowledge of spellings was peer assessed through a ‘Spell bee’ activity.

Students continued practising division sums during Math lessons. They understood  how to use the relationship between dividend, quotient, divisor and remainder to recheck their division work. They understood the divisibility rules of different numbers and solved sums based on the same. Students took a formative assessment on subtraction and division. The concept of time from prehistoric times of BC and AD was strengthened by plotting events on a timeline. This concept of ‘time line’ was integrated with the unit on civilization by plotting the events of Indus Valley Civilization as a timeline. Students applied their knowledge of different strategies to solve mental math sums like division of numbers  by 10/ 100/1000.

Hindi Standard

Integrated with their current unit on ‘Civilization’ students recited a poem ‘sindhu ghaatee sabhyataa’ and found out ‘मिलते-जुलते शब्द’ (rhyming words) and ‘क्रिया शब्द’ (verb) during their Hindi lessons. They also formed sentences using the same. They learned  facts about ‘Indus valley civilization’ through the poem and enhanced their vocabulary by learning new words.

 During their Hindi ab-initio classes, students went to the library to read Hindi story books and shared stories with their peers, thus enhancing their reading and communication skills. They also read and understood a story ‘Do machhaliyaan’ and answered true and false questions based on the same. Students revisited few ‘Vyanjans’ too.

hindi 1

Students, during French lesson, got well versed with the concept of descriptive adjectives. Students watched videos and associated the images with the vocabulary of adjectives. Later, they enjoyed a gallery walk wherein they chose French story books to list out adjectives. These activities helped them develop their thinking, communication and social skills. Following links were shown to them  for better understanding.

Students learned the concept of colours as adjectives during Spanish lessons and used them with the nouns like objects of the classroom etc. Students wrote the different colours and associated them with the nouns and also made sentences using the same, which enabled them to use their social and thinking skills. Students understood the situations in which particular types of colours can be used depending upon gender, singularity and plurality and the combination of colours.

During ICT classes students revised significance of bibliography and Modern Language Association. They acquired knowledge about various computer operations like input, output, processing and how to sort and manage the desktop by creating their own folders in drive. Students also understood MS Word, the Menu bar lists file in which they learned to edit and rename their files and save their documents in their own folders.

In their Art lessons, students continued their work on their product based Pop art using colour pencils and poster paints and created artwork in mixed media. While doing so they kept the elements of pop art in mind and also carefully applied the paints to achieve a neat finish. The completed artwork was assessed through a rubric.

The students practised singing solfeges and the variations for voice modulation during Music lessons. They participated in a class discussion on how stories can be composed into a song. Students also watched a video on the same. They were then divided into small groups and then composed different stories into a song.

 During Dance lessons  students stressed on groove of funk jazz, starting with the feet positions to the toe. They concentrated on spotting with style in funk jazz. Demonstration of different techniques they used during  dance routine were given and students also choreographed a funk jazz dance routine.

Physical Education – The students practiced skills of different sports of their choices during sports edge.

In Football, students practised skills of ball control, passing and receiving. They also practiced shooting skills and played short sided matches.

In Gymnastics, students practised forward roll, backward roll, cart wheel and splits.

In Badminton, students practised forehand shot, backhand shot and high serve. They also played half court rally matches with their respective partners.

In Basketball, students practiced skills of dribbling, shooting and passing. They also played 3v3 half court intra class matches.






We are lifelong learners…

Grade 4 students continued their journey into the unit of ‘Media’ as they  watched  advertisements related to gender stereotyping and reflected  on their understanding about  the same. They also tuned into the third line of inquiry ‘using media responsibly’ and were informed about the rights and responsibilities of consumers with the help of the following link.

As a natural progression they also reflected upon the responsible use of social media.

Students were made aware of academic honesty and plagiarism and reflected upon how they could curb plagiarism. The highlights of the Unit of Inquiry lessons were the two guest speaker sessions during which  Mr. Vivek Das (Principal Partner – Mindshare, North India)  and Mr. Sam Husaini (President of Triton Advertising Agency) spoke about the difference between responsible and misleading advertising, internet safety and career options in advertising. Students reflected on cyber safety and responsible use of the internet.

As part of the summative task students identified social issues prevalent in our society and the role of media in spreading awareness. Students chose different mediums like creation of a poster, video etc. to advertise a product or create social awareness about the sensitive issues.

The students tuned in to the new unit ‘Civilizations’ and they identified the necessary characteristics for a civilization to exist through a group activity.

Students watched the video on the history of civilization for a better understanding of their way of life

Work in  the process journals reflected their depth of understanding.

English lessons saw students create slogans and taglines of products using any of the language specific features like onomatopoeia, simile, and alliteration. Similarly oral and comprehension skills were tested when they listened to a radio advertisement and answered questions based on it.

They identified different parts of a newspaper with the help of the following video:

and documented their learning in the process journals. Students recognised and expressed new words during Spell Bee activities.

As students progressed with their Math lessons, they applied their knowledge of new strategies for array and lattice methods to solve sums and word problems on multiplication. Students enjoyed  flipped classroom activities where traditional learning roles were reversed and students shared strategies they learned with their peers. They displayed the attribute of being knowledgeable as they developed and used the conceptual understanding of the ‘Lattice’ and ‘Array’ method. A formative assessment reviewed student comprehension of addition and multiplication concepts. Summative task on number systems was completed too. Students brainstormed vocabulary words related to subtraction and practised solving word problems. An interesting aspect was the introduction of the Sudoku puzzle – students were encouraged to attempt these from the daily newspaper. Some relevant vocabulary words introduced students to the concept of division while  regular practice of mental math activities continued.

In their Hindi classes students enhanced their reading skills with an incident and  learned about the main elements to describe an incident. They also enhanced their speaking skills by practicing tongue twisters and poems. Students developed their vocabulary as they watched and discussed a video related to the hindu festival of Janmaashtami.

Hindi diwas was celebrated at school on September 14,2018 where students used the vernacular language to enact famous personalities, indulge in tongue twisters and presented a short slapstick play. All activities used the theme ‘nar ho na nirash karo manko’ a poem by Maithili Sharan Gupt as the central idea for various activities.

Hindi Ab-initio (A, B, C)

For their Hindi ab-initio classes, students enhanced their speaking and writing skills by speaking and writing tongue twisters. They developed their vocabulary by watching a video related to Janamaashtami. They also wrote sentences related to the same. They revised names of colours, and practised counting through various activities.



Students wrote  numbers (31 to 100) during French lessons as they solved sums on math operations individually. They also told time, their date of birth, their phone number etc. Interesting classroom games like find the missing number, guess the number, number patterns encouraged active engagement and vocabulary retention of the students. The focus of the activities was to sharpen their critical thinking and problem solving skills. Following links were used for classroom engagements.

Students learned the concept of descriptive adjectives during  Spanish lessons and tried to use them with the  noun vocabulary words. Students wrote one descriptive adjective with the noun or the sentence that they knew, as a class activity on slips of paper. It improved their thinking, writing and communication skills. They also learned the numbers and practised writing them from 51 to 100.


During ICT lessons students revised  different types of media like print, audio, visual etc. They expressed their learning through a reflection on Padlet. They also learned about the significance of bibliography.

For their Art lessons, students discussed the role of design, shape, colour, font, and logo of a product which is integrated with media.  They inquired about Andy Warhol and his iconic Pop art print based on consumer products, celebrity endorsements and American pop culture. Students sourced a consumer product and  used it to create their product design. They are in the process of creating their mixed media artwork based on Andy Warhol’s art style.

Music – The students shared their knowledge on various musical instruments  during  class discussion. They acquired knowledge on harmony  which is  the process by which the composition of individual sounds or superposition is analysed by hearing . Some of the students attempted to sing a  solo song on the karaoke. Fridays are karaoke days at school during lunch time where students take to the mike to express their musicality.

During Dance classes students stressed on pirouette preparations, starting with the feet positions to the toe-turn technique. They concentrated on spotting which is a technique used by dancers during the execution of various dance turns, style and  grooves of hip hop. Demonstration of different techniques that are used during the dance routine were given. Students also choreographed a hip hop dance routine with the help of their facilitator.

Physical Education

The students continued with their unit on swimming where they practised backstroke and learned how to take backstroke and freestyle start while diving.

Students also practiced skills for different sports of their choices during their other physical education class.

In Football, students practised skills of ball control, passing and receiving. They also practiced shooting and played short sided matches.

In Gymnastics, students practised forward roll, backward roll, cart wheel and splits.

During Badminton lessons, students practised forehand shot, backhand shot and high serve. They also played half court rally matches with their respective partners.

For Basketball, students practiced skills of dribbling, shooting and passing. They also played 3 vs 3 half court intra class matches.

During  Library class, students borrowed books  to suit their reading interests. Information on plagiarism was shared with the students through a story telling session where emphasis was laid on why  one should not copy someone’s idea and show as one’s own. Plagiarism as a topic is to be discussed further as students are at  an impressionable age where they can suitably imbibe the habit of referencing.




If you believe in yourself..anything is possible.

Grade 4 students progressed in their Unit of inquiry lessons with the second line of inquiry ‘How media can influence our choices’. Students were shown videos of celebrities endorsing certain products via advertisements and raising social awareness through media.  Students discussed the role of celebrities in influencing choices and decisions for their target audiences and reflected upon the responsibility of celebrities to be socially responsible during endorsements.

The following videos were used to facilitate the discussions

Students listed and understood the features of poster, leaflet and brochure. Students also understood the meaning of perception by reflecting upon certain optical illusions they were shown. A formative assessment was taken by students where they chose a product and created an effective advertisement using its appropriate elements.


The English lessons were integrated with Unit of Inquiry where students attempted a comprehension passage and answered questions related to persuasive techniques of employed in advertisements. Students recognised the different degrees of comparison for adjectives and applied their knowledge of the same to complete their task sheets based on adjectives. They were introduced to onomatopoeia through a video and listed the onomatopoeic words. They also read poems related to onomatopoeia for better clarity.

They watched the following video   to understand examples of similes.

For identifying alliterations students listened to the following song:

Creativity was on display during the formative task of creating slogans and taglines. Group work involved the strategy of using 5 Ws and 1 H to form questions for interviewing the Eco club representatives at school. To improve vocabulary, students solved a crossword puzzle based on Spell Bee words.



In their Math lessons students were explained rounding off through the mountain strategy and practised rounding off numbers in their process journals. The students completed the summative assessment on number systems. Students were introduced to Roman numerals and practised conversion between Hindu Arabic and Roman numerals. Prior knowledge assessment of number operations was taken through an activity where they chose to add and multiply any numbers from a given box to indicate their level of confidence in the use of these operations. Operation specific vocabulary was discussed and presented through a Venn diagram where   a comparison between addition and multiplication was made.

During Hindi classes, students discussed and wrote about the effects of advertisement on consumers. They made posters and slogans in conjunction with their current unit.

Grade 4 A, B , C – Ab initio

In their Hindi classes students enhanced their speaking skills by practicing tongue twisters and revisited different vyanjan through the activity.

ICT – Students have made connections between real and fake news. They also used a Padlet to collaborate on media, its various types and influence on the audience. Thus, they were able to strengthen their understanding suitably.

 During their Spanish classes students learned to introduce themselves and others in Spanish during a class activity. They watched videos on the same. Students were given homework based on self-introduction and introducing people to others.

Peer assessment through looping back sheets helped them to understand errors and improve social skills.

Music lessons saw class discussion on the style of music every student exposes themselves to and how media influences their choice of music. Students watched various advertisements (old and new) and tried to understand how the jingles helped them to choose certain products.

The students individually sang the song- ‘Fearless’ as a karaoke activity.

Dance lessons saw students practicing basic groove to funk jazz, learning about improvisation and creation in jazz. Various elements of dance were introduced – like groove and pencil turn.

Physical education – Students continued with their unit on swimming in which they were introduced to backstroke swimming and practised how to do backstroke floating and backstroke kicks.

In the Library sessions children chose books from various genres like horror, thriller, and adventure to name a few. This month, students are being encouraged to be courageous and explore books of other genres namely – science fiction and biographies.  In addition to this, they will be issued Hindi books/novels to develop an appreciation for multilingual literature for a more holistic reading experience.

Students enjoyed singing at Karaoke Friday.