11th March – 15th March

Unit of inquiry

To further deepen their understanding of the current unit ‘Where we are in place and time’, students visualized and organized information about the culture they explored and created a graphic organizer.

In order to  actively engage in stories on different cultures and to illuminate the traditional values and lifestyles of a particular culture, students were read a Chinese story ‘The dragon’s pearl’. A story about a mother’s love for her child, it displayed the importance of work an insight into traditional villages,the importance of farming in Chinese culture.

A tale of friendship, ‘Rechenka’s Eggs’ was also narrated to explore the significance of eggs in Russian orthodox celebration of Easter and the cultural tradition which prevails in Russia.


Some prompts were used to facilitate students to make connections which they illustrated based thereby depicting their understanding of different cultures.



  • Introduction to ‘q’ sound was done through online video
  • Introduction to ‘ad’ family words was done by using flash cards
  • Reinforcement of ‘at, an , am, ap, ab’ family words was undertaken in class



  • Reinforcement of 3D shapes was done in class.
  • Formative assessment was undertaken where students were asked to name a shape and associate it with real life objects
  • Formative assessment was attempted where the students arranged the numbers to form a clock and display the given time



To further understand the directionality and formation of vyanjan ‘ka’, a reinforcement activity was undertaken in the process journal.

To hone their listening and thinking skills, a rhyme ‘Mummy ki roti gol gol’ was introduced to them.

Introduction of Hindi ginti (5-9) was addressed using flash cards


Circle time

As a part of early year’s skill building program, students focused on:


  • Extension of Brown stairs and Pink tower to enhance fine motor skills and visual discrimination by size and thickness
  • Using metal insets to trace shapes thus enhancing their ability to manipulate pencil to improve their fine motor skills



Dance lessons focussed on development of postures during jazz dance routine where students loved to tap their feet on a peppy song.


The students sang ‘All things bright and beautiful’ (https://youtu.be/FT_oDqOEGpc), ‘Hello to all the children of the world’ (https://youtu.be/t68cblg0Dso) and ‘It’s a small world after all’ (https://youtu.be/HsxkmsPssT0). The students were also involved in some vocal exercises.

Information technology

Students were excited to learn and explore a new app on the iPad. They used their logical thinking skills to solve puzzles using tangrams and colouring tools. They showcased their creativity by doing so.


The students listened to Nick Bland’s book ‘The very hungry bear’; where a hungry brown bear tried to catch a fish, but instead of catching any fish, he managed to catch…a polar bear. The polar bear was sad and a little lost because his iceberg house was rapidly melting. The polar bear made a deal – he gave the brown bear a shoal of fish in return for a new home. The brown bear took his new friend on a tour in search of the new house and finally found the right home for the polar bear.

The story was a tale of friendship and a subtle yet an important reminder about preserving the environment.

Physical Education

Students learned different type of ‘pass’ in basketball. They are still working on passing and throwing to improve upon the skill.



5th March to 8th March

Unit of inquiry

To further deepen their understanding of the current unit ‘Where we are in place and time’, students visualized and organized information about the culture they explored and created a graphic organizer.Building further on this, students used their thinking, communication and research skills to present their fact sheets to the class and demonstrated their understanding of a particular culture.To assess their understanding on different cultures, students were divided into groups and were asked to select a picture card to narrate their observation about the same.

Students were narrated a Russian story ‘Masha and the bear’ to encourage positive values and taking ownership for their bad behavior.




  • Introduction to ‘y’ sound was done through flash cards
  • An inquiry session was held to introduce ‘ag’ and ‘ap’ family words where the students prefixed letters with ‘ag’and ‘ap’ to form meaningful words, thereby further enhancing their vocabulary.
  • Sight words (in, on, is, the) were introduced through word cards




The students were introduced to conceptual subitizing by using 1/2 shapes to a standard pattern.A hands-on activity was undertaken to sort 2D and 3D objects for learning categorization and commonalities of 3D shapes.

Students were also taken for a nature walk to find examples of 3D objectsin the outdoor environment. They were very excited to add all collectibles to the ‘Joey’s shape museum’as an extension activity.


Introduction of Hindi ginti (1-5) was addressed using flash cards and  through a rhyme ‘dhobi aaya’.


Writing of vyanjan ‘k’ was accomplished in their process journals.

Circle time


As a part of the early year’s skill building program, students focused on:

  • Matching and pairing through the use of Colour tablet box 2 to enhance chromatic awareness
  • Tracing each geometric shape and putting them in empty cabinets for mathematical understanding
  • Learning a rhyme ‘Hello, salaam, namaste’ to introduce ‘hello’in different languages spoken across India



 The students practiced dance routine with music using different directions and levels (an element in Jazz). Clapping on the beats of fast music was also introduced thereby enhancing  listening skills.. They tried to isolate and balance on one leg individually without support.


  The students learned dynamics in music and how songs become better with the use of the same.  As an extension, the students sang ‘Let It Go’ (https://youtu.be/L0MK7qz13bUto further apply dynamics (fast, slow, loud and soft) to the tone while singing.

Information technology


Students loved working on the laptop. They explored some educational gameslike joining the dots and coloring. They found it a little challenging to handle the mouse but quite enjoyed working on the laptop.


Every student’s reading log was checked, counted and assessed during  library session. Students  spoke about characters they could recall from books listed in their story log.


Students are working on their coordination skills to by doing stick ball activity . It will improve there body coordination , partner work and  spatial awareness .



25th Feb to 1st March

Unit of inquiry

To further deepen their understanding of the current unit ‘Where we are in place and time’, students revisited the cultures through picture cards and images of various instruments, clothes, food etc.

Reinforcement of cultures( was done in the class Students visualized and organized information about the culture ( Russia , China ) was done in the class where students discussed through pictures , artifacts and anecdotes were recorded .


Reinforcement of ‘at’, ‘an’ and ‘ap’ family words was undertaken through an activity where students read the cvc (consonant vowel consonant) words and associated them with picture cards.

The students were introduced to sound ‘d’ through objects

Introduction to ‘ab’ family words was done in class through an inquiry session where the students combined all the letters with ‘ab’ and found meaningful words thereby further enhancing their vocabulary.

Take and Talk: students enjoyed narrating a story in their mother language which encouraged international-mindedness among them.


It being Dr. Suess’s birthday on March 2, students were shown and narrated the under mentioned stories written by the author.Information about the author being an American children’s author and being known for  illustrating too was shared.


  • ‘Oh, the places you’ll go!’
  • A small puppet show ‘The cat in the hat’ was organized for them


Students were introduced to 3D shapes through a ‘shape hunt’ that aimed at exploring and identifying shapes in our environment and everyday life. They enjoyed discussing what they saw and tried identifying each shape using their sense of touch. Some inquiry questions were discussed in class.


A new vyanjan ‘ka’ was introduced. Students were shown picture cards. Some new words starting with the vyanjan were also discussed.

The students enjoyed tracing ‘ka’ on sand paper card.As a craft activity, they traced the vyanjan with black (kaala) paint using a stencil to denote vyanjan ‘ka’.

An assessment was undertaken through a game where students were asked to pick a vyanjan they hear and put it in the box.


Circle time

As a part of early year skill building program, students focused on:

  • Matching Pink Tower cubes with cards to understand size and dimension.
  • Table setting to enhance table etiquettes
  • Reinforcement of spooning rice to enhance fine motor skills
  • Listening to a story ‘If the world were a village of 100 people’ to understand different kinds of cultures from all aroundthe world- https://www.youtube.com/watch?v=FtYjUv2x65g



The students practiced a dance routine with different types of music using different directions with levels (elements in Jazz).They also clapped on beats of fast music to know about isolation.



The students were assessed on their theoretical understanding of beat and rhythm as well as the seven natural notes. Each student also played the C major scale on the xylophone for the assessment.


Information technology

This week students had fun exploring a new app. They learned to illustrate various characters of the stories using the options given. They also learned about different shapes. This was done as an integration with math and the unit.


The students celebrated Dr. Suess’s birthday and listened to one of his stories ‘I can read with my eyes shut’. In this delightful book they understood; the more you read, the more things you will know.The more you learn, the more places you’ll go…..Dr. Seuss celebrated the joys of reading, encouraged young children to take pride in their budding reading abilities. The rhyme and repetition in the book made it easier for the children to enjoy and understand the content.


Physical education

Students are practicing ‘execution’ and ‘follow through’ to achieve the skill bounce pass in basketball. They are also working on their hand placement on ball and stance.


This week the students continued with their mask making endeavor. They used crayons, paint and collages to highlight the characteristics of the pre-cut masks exploring actors in a Chinese and Russian folktale.


18th Feb to 22nd Feb

Unit of inquiry

Probing further into the current unit of inquiry ‘Where we are in place and time’, students were shown flashcards of traditional costumes, jewellery, people, houses etc. They were also shown pictures of St. Basil’s Cathedral, one of the most famous places in Russia that is deemed as a reflection of the Russian culture, language, background, identities, and abilities. Students were also read books that exposed them to different ways of living.

Pictures of dresses, flags, artworks from each culture were on display in the class.

Discussion about their special festivals/celebrations and the importance of artefacts, tools, places, stories, languages, dances from their own cultures was undertaken.

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Reinforcement of ‘an’ family words was done through sorting and matching in their process journals.

Students were also introduced to the sound ‘u’ through a video. As a follow up, they traced letter ‘u’ on sand paper and practiced writing it in their process journal.


Introduction to ‘ap’ family words was done in class using LMA box and picture cards.

Reinforcement of ‘at’, ‘an’ and ‘ap’ family words was undertaken through picture cards and word list, where the student identified the picture and circled the matching word.

International Mother Language Day was celebrated on 21st of February. The main purpose of celebrating this day was to promote linguistic diversity and multilingual education so as to highlight greater awareness for the mother tongue. Parents volunteered and conversed with students using different vocabularies while engaging in  story telling, dance and song singing.


Reinforcement of place value was done through an activity where students represented numbers with base ten block on place value mat (tens and ones)


Introduction to hindi ginti (1-5) was addressed through flashcards. As a follow up they learned a rhyme ‘ek do teen chaar’

Introduction of two letter words was done in class through blocks, where the students combined two block with vyanjan written on them to make words like ‘ghar’, ‘bus’, etc.

Circle time:

As a part of early year’s skill building program, students focused on:

  • Holding a chopstick to enhance wrist manipulation and fine motor skills
  • Greeting someone to enhance grace and courtesy focusing on social etiquettes
  • Rhymes to enhance communication skills
  • Exploring, creating and celebrating with poster colors


The students were shown different traditional instruments like guzheng/erhu played in China and svirel/domra played in Russia. The students also sang ‘Hello to all the Children of the World’.

Information technology

Students were introduced to time through the online interactive clock. They further practiced reading time by the hour through an iPad app. This was a part of information technology integrated with math.


Joeys listened to the story ‘Cuckoo’ by Fiona Roberton. When Cuckoo hatched, the birds noticed that he was different from others and that they could not understand him, so Cuckoo bravely left the nest in search of someone who could understand him. Cuckoo could not find anyone who spoke his language. He tried to communicate with other animals—coo-mooing and buck-ooing and cab-ooing along the way—but he did not sound like anyone else. Just when he thought all is lost, Cuckoo found an unlikely friend who seemed to understand him perfectly. They became friends forever.

The story had a humorous touch and the students found the quirky illustrations funny; they also got plenty of opportunities to join in with the animal sounds.



This week the students were introduced to mask making exercises. They were given a story based template to work on by employing a mixed media approach. Materials like crayons, pencil and paper were explored during this activity.

Physical education

Students learned the basic stance and the grip of the ball in basketball to achieve bounce pass. They also practiced the hand movement and leg movement which further helped them to improve their skills.




The students stressed on basic dance routines based on level. The concept of posture, expression and dancing statue were also introduced in the classes for a better understanding of performance.


11th Feb to 15th Feb

Unit of Inquiry

To further deepen their understanding of the ongoing unit on‘Stories’, visible thinking strategy of ‘Zoom in’was used to build understanding of a story setting in class. The smart board was used to reveal photos in small sections from a story book  titled ‘Baba Yaga, the flying witch’. As parts of each photo were revealed,further probing questions were asked

  • What do you see?
  • What do you think is going on?
  • What do you think might be in the rest of the picture?
  • How has the picture changed
  • What do you think you will see next?k


To further strengthen their understanding, students inquired into Chinese culture;greeting each other using a simple phrases in chinese language.

To explore the world and its many cultures, students used world map to mark China and realized how big the world is compared to the country.


Through the use of audio visual clips students embarked on an adventure trip to China exploring  language, festivities, food, music, art, architecture, philosophy, traditions, medicine, martial arts and much more.



Music was integrated with the unit where students listened to Chinese music.Students were also narrated a short story ‘The Greatest Treasure’



Reinforcement of phonic sounds was done using water colors where students enjoyed manipulating the brush using paints on letters.


Students were also introduced to the sound ‘w’ through a story ‘This is the letter W’. They later brainstormed and found out other objects beginning with the same sound and came up with words like window, water, watch, etc. They also practiced writing ‘w’ in correct zones and illustrated related vocabulary words in their process journal.



Introduction to ‘an’ family words was done in class where students were given a picture to identify the initial, middle and end sound to form a word(can, pan, tan, van, ran, man)

Students were introduced to the sound ‘k’ through picture cards. They further made illustrations related to the same in their process journals. As a follow up, they traced letter ‘k’ on sand paper and practiced writing it in their process journal.



Reinforcement of ‘Time’ was done through an activity where students were given a time and they illustrated a minute and an hour hand on the clock.

To build number sense with respect to place value; students examined tens and ones block and discussed that a tens block has ten ones put together. Later they used base ten blocks to represent number ona chart to count the blocks.

Students were given a task to show number 14 with place value blocks. They represented the number of tens and ones on place value mats and answered the following questions:

  • How many ones are there?
  • How many groups of ten?

(i.e., the 1 in 18 is a ten and 8 is a one).



To enhance the understanding of the concept of time, students listened to a rhyme – ‘The clock’: https://www.youtube.com/watch?v=xJBek5XCexw



Students practiced writing swar ‘a’ and vyanjan ‘ra’ in their process journals. They illustrated the objects and vocabulary associated with the same.


Circle time:

As a part of early year’s skill building program, students focused on:

  • Folding a napkin to develop co-ordination of movements and concentration.
  • Timeline activity to learn the sequence of events in class .


Information technology:

Information technology was integrated with the unit, where students explored Tux Paint and illustrated their favorite character. Students enjoyed making stories with their virtual characters.


The students listened to the story of  ‘Who sank the boat?’ by Pamela Allen. By the seaside, there once lived a cow, a donkey, a sheep, a pig, and a tiny little mouse. They were very good friends. One warm, sunny morning, for no particular reason, they decided to go for a row in the bay but the boat sank. Who sank the boat?wasthe question on their minds. To their surprise, the most unlikely person amongst them sank the boat ; the teeny tiny mouse.The story created inquisitiveness amid the listeners.



The students learned about notes and scales and played the C major scale on the xylophone.They also sang ‘Hello to all the children of the world’.


The students stressed on basic dance routines based on level. The concept of posture, expression and dancing statue were also introduced in the classes for a better understanding of performance.



The students explored painting with respect to primary and secondary colors filled within geometric shapes which are to be developed into masks. They indulged ina similar kind of art on a bigger surface using larger brushes too.

Physical education:

Students are practicing manipulative skills on trampoline thereby developing their body balance, coordination and spatial awareness to control their body movements.




4th Feb to 8th Feb

Unit of Inquiry

The ongoing theme ‘Stories’ has paved the path for lots of rigorous learning and research by  students. Moving further, the students have been introduced to stories from different places that depict human values and traditions.

To foster social interaction, creativity, communication skills , and imagination; stick puppets were created for a Russian story ‘The magic millstone’. Students were able to summarize, identify the moral in the story and analyze the characters from the story.


Another story by Hindi litterateur Munshi Prem chand titled ‘Idgah’ was shown to the students, thereby laying emphasis on the cultural tradition and human values.


To motivate students to take ownership of their learning, students engaged in a thumbs-up activity where they were given a choice to select any one story associated with either Chinese, Indian, Russian or Korean culture.

Students from the early years programme engaged in unstructured play to mark Global School Play day on February 5 ans 6 , 2019 , Several station packed with material , paint , rides cardboard boxes saw students explore , create , pretend and imagine through different kinds of play .


Introduction to phonic sound ‘j’ was undertaken through a fun filled game where students brain stormed words beginning with phonetic sound ‘j’. They also practiced writing ‘j’ in its  correct zone and illustrated related vocabulary words in their process journal.  Students tried to comprehend, read, write and associate pictures of ‘at’ family words too.

Reinforcement of CVC words with ‘a’ as medial sound was also undertaken.


To review subitizing (rapid recognition of number sets) student tried glancing at the number of dots and guess their number.

To reinforce daily routine and  sequencing, students were engaged in a sorting activity where they were given set of cards with images of boy/girl to sort and place at the correct time of the day.

Students were introduced to the concept of time through manipulatives where they made their first clock by arranging the numbers  . written on stones and placed the minute and an hour hand to denote time.


Some students were able to write numbers on the face of the clock and could denote time independently.


A new vyanjan ‘ra’ was introduced. Students were shown picture cards and some new words starting with the  sound.

As a craft activity, they pasted ‘rassi’to denote vyanjan ‘ra’.

Circle time

As a part of early year skill building program, students focused on:

  • Analogue clock to understand the concept of time .
  • Reading a story ‘Give a little love, get a little love’ to emphasize the learner profile of being ‘caring’.


Information technology

Information technology was integrated withmath whereinstudents worked on a tracing app. They also learned how to count and trace numbers from 1 to 20 and honed their numeracy skills.

Dance:The students stressed on basic dance routines based on directions and levels. The concept of focusing on beats were also introduced through which they developed a better understanding of music.


The students sang ‘Hello to all the Children of the World’by Martin KerrThey also learnt about the seven natural notes of music.

PE :

Time for creative skills , students are creatively using their imagination and management skills to make their own obstacle course of different types and different level of station on play day .


Library: The students listened to a humorous story ‘Joey the Kangaroo’. The storynarrated the tale of a little girl Lucy who had very strange neighbors with horns and humps, tails and trunks .Lucy lived next door to the zoo! Every night, she clambered down the long  neck of Georgina the giraffe and listened to one of them tell her a story. One nightshe listened to a story of Joey, a little kangaroo who lived in Australia.  Joey had problems doing the only thing all kangaroos were famous for – jumping! It was the Junior Jump competition, his friend Ribit the frog lent the young kangaroo some magic jumping boots and soon Joey could jump higher and taller than all the otherKangaroos. Finally he won the championship with his confidence. The students learned social behavior in a fun way, surrounded by animal characters from around the world


28th Jan to 1st Feb

Unit of inquiry:

A new unit of inquiry began with the:

Transdisciplinary theme: Where we are in place and time

Central Idea:Stories help us learn about cultures and enrich our beliefs and values

Lines of Inquiry:

  • How to construct an effective story
  • Stories reflect culture of different places
  • Stories that influenced me

Provocation:Some story books, story cards and a puppet corner was set up for students led inquiry. They were asked thought provoking questions like‘how do you feel when you look around?’, ‘what do you think about the presence of puppets?’ etc.

Students were narrated a story ‘Baba Yaga the flying witch’ and were apprised that characters, setting, problem, and solution are essential elements of a story.Students also were made familiar with key words like first/beginning, next, then, later,after that, finally/ending).


As a follow up, students indulged in retelling the story,thus organizing and recognizing their thoughts during story narration. Students used character names,described the setting, included the events and the plot (beginning, middle, and end),thereby discussing the main problem and its solution .

The Assembly started with a special message to mark the occasion. The children were told about the importance of Sankranti and its distinct name in every region Uttarayan which marks the days in the Hindu calendar when winter begins turning to summer, known as Makar Sankranti.

Students enjoyed watching kite festivals around the world( kites of all shapes and sizes that are flown around the world).

A kite flying fest was organized to celebrate the festival of Makar Sankranti, the harvest festival, at the school campus. It was a memorable afternoon, with the colourful kites soaring in the clear winter sky. It was an amazing sight to see the colourful kites in the sky and teachers trying hard to keep their kite flying high. One could also see that special bonding between the teachers and their students while flying their kites, it was like ‘My teacher is the best’. Some teachers even re-lived their childhood days. Students thoroughly enjoyed this activity to the fullest and returned to class exhausted




The letter-sound consolidation already undertaken in the class was reinforced with a Spalding session.



The students were introduced to sound ‘z’ through a floor game where they jumped on the objects (zip, zero, zebra, zebra crossing, zigzag pattern) called out to them thereby identifying the beginning sound of the word.


Students further developed an understanding of forming ‘z’ through the use of a sand paper card. They also created a zebra pattern with black and white lines. Students practiced writing letters ‘e’ and ‘z’ in their process journals.


Pre-synthesizing of sounds with a vowel was introduced through a bouncing blends game (hoopla game), where the students jumped into each loop with a letter, shouting out the sounds and when they bounced out of the final loop they blended the sounds  saying the word aloud.

Students built effective communication and listening skills through the ‘Take and talk’ activity. It encouraged emotional development as they shared their interests, home lives, joys and sorrows with their peers. In addition, this socially rewarding experience helped them to solidify important home-school connections, as it was aligned with the curriculum.



Students were introduced to swar ‘a’ through flash cards.

They understood the directionality and formation of the swar  during slate writing and used a puzzle where they joined the pieces to view the formation.


Reinforcement of odd /even was done using the concept of subitizing where students rolled the dice, counted and found out if the number was odd/even. To conclude, they coloured the quantity with blue for even numbers and red for odd numbers.

To understand place value, students wrote numbers from 11 to 20 in their process journals under tens and ones hierarchies using  blue and green colours respectively.

Reinforcement of daily routine was done with sequencing the events using picture cards.

Circle Time:

As a part of early year skill building program students focused on:


  • Reinforcement of extension of Brown stairs and Pink tower to enhance fine motor skills and visual discrimination of size and thickness
  • Creating a story using  puppets to enhance their communication skills

arjav   puppet .jpg

To promote students social and emotional health the class was organised and a story ‘ Why do I feel scared?  ‘ was narrated to stimulate social interactions among children .


Exploring ‘caring’ using narrative methodology of stories as a primary way of making sense of an experience has gained students attention in the literature .Students were narrated a short story to teach that helping others brings the greatest happiness.


Information technology:

This week students continued learning programming through Code-a-Pillar.  They had fun learning directions. They have gained knowledge on the basics of coding. They are challenging themselves while exploring each level.


The students can now differentiate between beat and rhythm. They played and created a rhythm on the tambourine using a steady beat. Students also sang ‘nanhamunnarahihu’.

Dance :

We stressed on basic dance routines based on directions and levels. The concept of count were also introduced in the classes, through which we developed a better understanding of rhythm.


Students are working on their flexibility by agility by doing shuttle run activity . By doing this activity they will understand the body co-ordination and develop body movement control.



Dora’s Christmas Parade from the favourite ‘Dora the explorer’ series was read by students. The story  about a young girl Dora and her best friend Boots who were celebrating Christmas with their families found favour.Someone special was missing ;Dora’s grandmother was sick so she stayed at home as Dora wished her grandmother could be there to celebrate with them. Dora and Boots decided to use their new musical Christmas presents for a parade to grandmother’s house to wish herMerry Christmas and to make her Christmas a special one.  In the story Dora displayed the learner profile attributes of being a thinker and caring grandchild.