​Students were shown a video explaining the three levels in the government of India and their roles. After which the students were given scenarios to determine which level of the government was responsible for the different fields. Students were also given a brief description about the branches of the Indian government. A formative assessment on the second line of inquiry entailed the students to give their opinion about the need for a government. For an in depth understanding of the fundamental rights of the Indian citizens, students researched in groups and later presented their findings in front of the class. The rest of the class took notes from the presentations. Videos were shown to further their understanding about the fundamental rights. Going further, students had a group activity wherein they brainstormed about certain scenarios where the fundamental rights were violated. To ingrain the understanding of fundamental duties, students were shown videos followed by a class discussion. Students attempted a comprehension passage on branches of Government.

​During the  Math lessons, students tuned into the concept of area. They were asked to draw a square on a grid paper. They listed down different ways in which they can calculate the area of a square without the measurements being given. Further, as a class we discussed about a) What is area? b) What units are used in calculating area? They also appeared for their formative assessment on the concept of perimeter. They were also assessed on their overall understanding of the concept of area and perimeter. Students were tuned into the concept of angles. They worked in pairs and wrote all the places (in class & real world) they have seen angles. This was followed by a class discussion. Students also found objects in the classroom that form an angle and drew them on an A4 sheet. They were also introduced to the vocabulary of probability such as equal, likely, unlikely, certain and impossible. 

​During the English classes students were given a sheet containing puzzled words on synonyms and they were asked to segregate the words together which are similar in meaning. Similarly they were given a sheet containing puzzled words on antonyms and they segregated the words  which were opposite in meaning. That’s how they tuned into synonyms and antonyms. Afterwards they were shown a video and they wrote their understanding of synonyms and antonyms in their process journals. Students were given a paragraph with underlined words. They were asked to rewrite the paragraph using antonyms of the underlined words. Students were assessed on their knowledge of antonyms and synonyms through physical activity. The teacher called out a series of commands. First, the students performed the synonyms (the same as the movement called out) and then they performed the antonyms (the opposite of the movement called out).

​During their Hindi lessons students watched a video on ‘ Sardar Vallabh bahi Patel’‘सरदार वल्लभ भाई पटेल’  and attempted a ‘Listen and answer’ activity. They picked up new vocabulary from the story. They revisited the grammar concepts like ‘Sangya’  ‘संज्ञा’ through an activity.
During their Hindi ab-initio classes, the students learnt how to solve 'shabd seedhee' and  'varg paheli'. The students revised as well took forward their vocabulary learning through these activities. They have also put in extra efforts in creating a special 'varg paheli' which they will be presenting to their peers for solving in the coming week. 
 
The students also revisited their learning of 'anuswaar' and' anunaasik' by speaking, reading and writing new vocabulary using the same. They also solved exercises for practicing the same.

​Students  took to conduct quizzes during  the Spanish class. This way they could revise all the concepts covered so far. They made cards for mother's day and wrote some quotes for their mothers in Spanish.

​The students practiced floating , bubbling  and freestyle kicking  during  swimming lessons and  were also introduced to  full length freestyle swimming.
During the Music classes students learned the songs "Summer holiday" and "Mother of mine" .

​During the UOI classes, students were divided into groups of two and asked to research about types of government using iPads, books and fact sheets. They wrote 4 -5 points for each type of government and shared it with the class. That’s how they tuned into 1st Line of Inquiry “Types of government.” For further discussions about India and Indian government, the facilitator read the book ‘We the children of India.’ 

​Afterwards students were given a poem with certain words like equality, diversity, justice, free underlined and they were asked to give real life examples of these words. Students plotted 2 countries each having democratic, monarchy and dictatorship form of government on the map. Students attempted their Formative assessment on the 1st Line of Inquiry by presenting a role play on different forms of government. 

​Tuning into the 2nd Line of Inquiry ‘What governments do’ was done through a guest speaker session conducted by school senate members. To understand the process of election better, an election was conducted in the class following all the steps of electorate procedure. Afterwards students created a flowchart explaining the process. Students watched videos on different levels of government and their function and answered various questions related to it.

​After completing an FA on fractions, students were tuned into 2D and 3D Shapes. Students were divided into groups. Each group was given a 2D and 3D shape to find out the differences between the two.  In groups they researched about line, ray, segment, perpendicular lines and parallel lines.  ​Using shape nets, they identified how many faces, edges and vertices do each 3D shapes have.  Students went around on a ‘Scavenger Hunt’ to look for 3D shapes inside and outside the classroom. To conclude the week, students attempted an SA on fractions and shapes. 

​During their English lessons the students were introduced to the concept of interjections. They watched a video and wrote their understanding in their process journals and also created a comic strip using various interjections. 

​During their Hindi lessons students watched a video on a poem ‘मन करता है’ and attempted ‘ Listen and answer’ activity. They picked up rhyming words from the poem. They also read the story ‘दूसरा दीपक’ from ‘चाणक्य नीतियाँ’ and attempted ‘Listen and answer’ activity.
 
In their Hindi ab-initio classes, the students revised names of colours, fruits, animals, birds and festivals through a quiz and learnt to use a graphic organiser through this activity. They took their learning further by segregating fruits and vegetable names them into a T-chart and connected them to their physical colours. They learnt and practiced the letters 'ya', 'thha' and 'cchha' by writng words as well as short sentences using the same. They also practiced the use of 'hai', 'haain' and 'hoon' by reading aloud and writing sentences.
During their  Spanish classes students revisited the concepts covered so far and participated in an activiy on numbers from 1 to 100. 
During the French lessons a revision on vocabulary of pieces of clothing was done. Student save played online games such as identifying and labelling the clothes.
For their  ICT classes, students continued to work on ‘MSW’ Logo to create various shapes using commands and  also worked on their digital story.
During the PE classes students practiced bubbling, floating and kicking for swimming lessons. They also practiced basic techniques of freestyle stroke.

​During the Dance classes students engaged in learning contemporary routine, also elements like flick and place, pencil turn, tumble and cross ball change were initiated.
During the Music classes, students played 4/4 rhythm pattern on percussion and learned to sing "under the same sun" song.

​In continuation with third line of inquiry, students were taken to the school auditorium and were shown three inspirational short movies. They wrote the reflection of the movies in their journals and attempted a Summative Assessment. Provocation to the unit ‘Government’ under the transdisciplinary theme ‘How we organise ourselves’ was done. The facilitator left the class for 15-20 minutes and then came back. The students were asked to reflect what went on in the class during the teacher’s absence. After the classroom discussion, they realized the importance of a teacher in the class. The facilitator asked the students to connect the discussion with the importance of government in our country. They did a prior knowledge assessment in form of true and false entry point sheet. Students were given the description of the TD theme to mark the strands which will be covered in the unit. They wrote the TD Theme, CI, LOI and key concepts in their process journals. They were given an article to find the meaning of words like government, politics, citizens, etc.

​During Math classes students tuned into the concept of time conversions. Students gained knowledge about the concept of elapsed time and attempted a formative assessment. Going further students tuned into the concept of fractions through several interactive sessions.  They also gained knowledge on how to compare fractions. 

​English classes saw students gain knowledge on the usage of ‘some, many, few and much’ while attempting an unseen passage. They discussed homophones in class and practiced it. They enhanced their vocabulary by combining the prefix/suffix to the root word and created new words, the facilitator later discussed the meaning of suffixes and the new words with the students. Students were given conjunction words and were asked to make two different sentences and combine using conjunctions. Thereafter students wrote their understanding of conjunctions and practiced it.

For their Hindi lesson students revisited grammar concept for ‘Kriya’. Students enhanced their verbal skills through a ‘show and tell’ activity. A Guest Speaker was invited for conducting a story telling session with the students. They were introduced to grammar concepts like ‘Lokoktiyan’ through a story telling activity.

While attending Spanish lessons, the students gained knowledge on new vocabulary -names of seasons, after which they took a summative assessment on numbers and body parts. 
During the French classes, students gained knowledge on new vocabulary of names of clothes, using various strategies like hang man, unscramble my word, dictation and recognizing images while listening to words. 
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In their ICT classes students used various apps such as Vittle and iMovie. They explored how the content is created in Vittle and how it can be imported to iMovie and turned into a video. 

​Students have been learning elements of jazz in dance. They have been introduced to dance forms such as jazz walk, buzz stop, pencil turn and attitude turns.
Students went for their first swimming lessons this term. They practiced bubbling, floating and kicking during swimming lessons. They also practiced basic techniques of freestyle stroke.

​Under the third line of inquiry, “How to share stories,” students went ahead and wrote stories with rhyming words, which was accompanied by a musical score in the background ,given by their Music Teacher, Mr. Rohit. 

​They were shown a short biography on the smart panel and asked to enumerate several elements of a biography. Facilitators helped them understand what a timeline is and why is it important to state events in a chronological order when writing a biography.

​Going further into the line of inquiry, students were divided into groups and asked to create stories using toys as props for the tale. They were shown videos of various forms of storytelling- puppet shows, dance, role play etc.

​In Art, students discussed the visual elements, dialogue box and layout of the comic strips. They learnt to plan the story and main character of the comic strip.

​​During ICT lessons, students created stories using an app “Vittle” which is used to create audio visual stories.
For English, students enhanced their comprehension skills and understood the usage of the words like many, much, some and few. They wrote the meaning of homophones and their examples in their process journals.
 
In Math classes, students tuned into capacity by watching a video on “Pigs in the pantry.”  They observed the difference between volume and capacity through an activity. Students practiced real life word problems related to weight and capacity in their process journals. They were assessed on their knowledge of application of measurements to the immediate surroundings and real life situations by a formative assessment. 

​Prior knowledge of time was assessed followed by a class discussion about types of clocks, a.m, p.m ,hour hand ,minute hand etc . Students learnt to read time and represent the digital time using an analog clock. They also learnt to represent time in half past and quarter past. They learnt time conversions and practiced sums based on it.
Students learnt extended vocabulary for various body parts in French and attempted a Formative Assessment.
For lessons in  Spanish language, students recapped the vocabulary related to parts of body and a Formative Assessment was conducted.
During P.E. classes, students practiced forehand and backhand shots in the game of Badminton. They participated in a rally with their partners.
Students are learning elements of Jazz like jazz walk, buzz stop, pencil and attitude turns for dance lessons.

To enhance the thinking and writing skills of the students, a situation was given to them and they created a story with a moral which solved the problem in that situation. Students were then assessed on their knowledge of comprehending the moral through a formative assessment. Tuning  into our 3rd line of inquiry “How stories can be shared” was done by with a guest speaker session in which students were told about the importance of body language, expressions and voice modulations while presenting stories. They brainstormed on different ways of presenting a story. 

​After viewing different comic strips students outlined the characteristics/elements of the comic strip (Panels, background, speech bubbles, characters, narrator boxes) on the placemat given to them. This was followed by a class discussion which led to the idea that due to limited space, comic strips focus on the main idea and the most important elements of the topic, event, or message to be communicated. 

​Thereafter students created their own comic strips that included onomatopoeic language. 

​During the music classes, students learned the song "everything at once" and about the instruments family and they worked on "MUSICAL STORY" as a part of UOI.

​The week started with the recap of animal genders. Students were tuned into verbs through a reading comprehension 'The days of the banyan tree' in which the students found out the verbs from the comprehension passage. They also practiced linking verbs through a worksheet. Further, to enhance their listening skills, students attempted a listening comprehension.
In their math classes, students tuned into the concept of capacity. After listening to an online book, a pig in the pantry, they reflected upon the concept of capacity vs volume. Using different measuring jars and cups, they were practically demonstrated the difference between the two concepts. They discussed about the different units of measurement and how we use them. They practiced addition, subtraction and conversions on capacity and weight. A formative assessment on weight and capacity was also conducted later in the week. 

​For their Hindi lessons they watched video depicting the story of ‘luv and kush’, listened to the story of Ramayana and attempted ‘listen and answer’ activity. They also wrote three sentences on various characters from the Ramayana.
During their Hindi Ab-initio classes, the students practiced loud reading to develop their oral skills. They also learned and practiced vocabulary using the maatraa 'ref' . The concept of 'sangyaa' was introduced through a picture reading exercise and was further reinforced using story reading. The letters 'dhha', 'Va', 'da' were written, spoken aloud and vocabulary using the same was practiced.
For P.E classes students practiced forehand and backhand drive in lawn tennis and  also played short rally matches.
The ICT students created a comic strip on Storyboard that to digitalise their learning and they were fully engaged and enjoyed it thoroughly.
In dance classes, student are learning elements of jazz like - jazz walk, buzz stop, pencil turn and attitude turns.
Students did a recap on numbers from 1 to 100 in Spanish and they learned parts of the body in Spanish. A formative assessments on numbers was also administered. 
Students learned number names till 100 and  enjoyed learning more parts of the body by singing a French poem 'Alouette'. 

To enhance their story writing skills under the first line of inquiry, ‘how to construct an effective story,’ students wrote one at home. They ascribed different genres to their stories, and facilitators helped them in editing the drafts in class, the next day. 

​After the mid-session break, a provocation session was conducted on the second line of inquiry, ‘how stories can be shared.’ Facilitators narrated the story of a king and his dishonest sons. The class suggested ways in which the king could encourage his sons to learn new things. Later, many students shared names of inspiring stories and how their lives were impacted in the aftermath. 

​For English language development, students were assessed on their letter writing skills with a summative assessment. They were also introduced to the concept of slow writing. A picture was shown and students created stories based on instructions circulated in class. Children were assessed on their reading through a ‘read aloud’ session in class.
During mathematics, students extended their understanding of ‘length’ through word problems. They were tuned in to the concept of ‘weight’. Students watched a video and wrote the reflection in their process journals. They did an activity to sort out whether an object is light, medium or heavy. They discussed units that measure weight (mg, g and kg).

​Students practiced verbal skills through a ‘show and tell’ activity during Hindi lessons. They also saw an audio visual story on ‘Prahlad’ to commemorate the occasion of Holi. They were introduced to  grammar concept  for ‘letter writing’ through an activity. Ab Initio students revised ‘आ’ and ‘इ’ matra. They also watched an audio visual of the story ‘Prahlad’. Later in the week, they picked up new vocabulary from the poem ‘होली आई , होली आई’ |  
Over the fortnight, students also finished their art compositions by using the elements of both contemporary and traditional art. They also created some design patterns in the background for their artwork.
 
Spanish classes were centered on learning numbers from 31-100. The students enjoyed playing games on numbers and quiz through the following websites:
http://www.spanish.cl/Vocabulary/Games/Numeros_1-100.htm
 
https://rockalingua.com/games/numbers
French students learned counting from 70-90. They were also taught about body parts in French.
 
During PE, students practiced cricket. They honed their skills in batting, balling, and fielding. They also played limited over matches. 

Students tuned into the new unit “stories” with an interesting activity wherein they were asked to move around the class and observe different stations related to stories and group similar stories together. The activity was followed by a class discussion in which students categorized books into two main genres and subgenres. 

​To make the concept of genre and subgenre more clear students were taken to the school library, where they selected books of their choice and wrote the genre and sub-genre of the selected titles. They read a short story of their choice and filled a graphic organiser answering - what, why, who, where, when and how questions. They were then asked to research about the plot, characters, place/setting, protagonist, antagonist, problem and solution using their iPads. 

​Students worked in groups and created a story wherein they incorporated all the essential elements of the story. Thereafter, students wrote the first draft of their story, edited it to make it grammatically correct and worded them better. Then they wrote the final draft and presented their stories in class.

To aid their language development, the students inquired about opinion writing, during English lessons. They began the week by writing their opinion on one of the three topics - Are video games a good way to keep fit? Should students be given homework or not? Which season is more fun, summer or winter?  as a  Formative assessment reflection. This was followed by a tuning in session on “Genders.” To test their prior knowledge, students were divided into two teams of girls and boys. For each noun one of the teams gave, the other had to respond with the opposite gender. Students were also introduced to the other two types of genders namely, neuter and common gender. They practiced the concept of gender by attempting crosswords and solving worksheets. 

​In Math, students were assessed on their prior knowledge on measurement. In groups the students created a quiz for their peers. They also watched a video https://www.youtube.com/watch?v=NzIXgVewt6M and reflected on the same. Further, the students learned to estimate and measure the length using a ruler. The relation between various units of length was also discussed. 

​Students gained knowledge of converting one unit into another (km to m, m to cm, cm to mm). They also practiced addition, subtraction and multiplication sums related to length in their process journals.

Students discussed ‘apathit gadyansh’ (unseen passage) during their Hindi class. They watched a video on the said topic. They revisited the concept of ‘viram chinh’ through paragraph writing too. 
The Hindi Ab-initio students learned the grammar concept 'kriyaa (verbs)' through games, activities and action quiz. They did picture reading to practice the concept of 'kriyaa'. They also learned the poem 'Aaloo khaa loon' reciting it in a group as well as individually. The same poem was used for sorting out the 'kriyaa' words and making sentences. Students also learned and practiced various letters and maatraas like 'ya', 'jhha', 'gya' and 'ee'. They have also been introduced to the grammar concept 'sangyaa (nouns)'.
For their Art classes, students observed designs, patterns and characteristics of some traditional and folk art forms and discussed contemporary artists whose works are inspired by traditional art forms. Students gained knowledge on how to create artwork using elements of traditional art.
During Spanish classes the students attempted a formative assessment on numbers (1-31), days and months. Students started learning the numbers from 31-60 in Spanish and enjoyed asking questions to each other in Spanish.
French classes saw students engage in fun activities such as number games. A formative assessment based on numbers was conducted in  class.
Students practiced shooting, dribbling and passing during football sessions. They also played intra class football matches. The students researched and discussed the reason for migration in different sports.
In ICT, students collaborated with peers and created a map using ‘Google my Maps’ and enhanced their map marking skills. They marked different places, cities, capitals and countries on the map, exploring different tools on Google my Maps. They also learned to find out the distance between two places in kilometres.

During the fourth unit under the Trans-disciplinary Theme ‘Where we are in place and time’, the major highlight of this week was a visit to Sultanpur Bird Sanctuary, where students saw many species of migratory birds such as the Siberian cranes, Greater Flamingo, Spoon Bill, Common Greenshank, Northern Pintail, Yellow Wagtail, White Wagtail, Northern Shoveller etc. Students also participated in a discussion about migrations which have happened in history. 

​Students started with the India – Pakistan partition and had elaborate discussions on the lives of the refugees who emerged from the two countries. They discussed the problems faced by the refugees and traced back any connection or association, which their grandparents may have had with partition. 

​Students also gained knowledge about the ‘Gold Rush’ migration that led to California becoming the most populous state in the USA. They watched a video about the Gold Rush and prepared a flowchart with the information they could recollect. Students also watched a video about the current situation in Syria and why people are migrating to different parts of the world. Further, to showcase their understanding of the current unit, students appeared for a Summative Assessment.

English language development saw students tune into the art of ‘Opinion Writing’. There was a discussion on what opinion writing means, what words indicate are key to expressing an opinion etc. Through several group activities; students applied their understanding about writing an opinion. ​

​They were asked to discuss how Donald Trump’s ban on immigration from certain countries has impacted U.S.A. and other countries. After this, they were divided in groups, depending upon the answers that gave – AGREE, DISAGREE, SOMEWHAT AGREE, STRONGLY DISAGREE, to further their discussion as a group.  

​Math classes saw students practice the operation of division using the long division method. Students were assessed on their understanding of the mathematical operations with a summative assessment. Students underlined the key words in given word problems and sought solutions using the ‘RUCSAC’ strategy. 
In Hindi, students enhanced their verbal skills through a ‘show and tell’ activity. They also practiced sentence writing. They revisited the grammar concept “paryayvachi” or synonyms, through an activity.
During French lessons, students learned to fill a French identity form by providing personal details. They explored different types of passports i.e. official and local.
For Spanish classes, students gained knowledge about vocabulary related to a passport. They also recapitulated the days of the week and months of the year in Spanish.
Students observed the artwork of the artist ‘Manjit Bawa’ and also doodled the same, for art lessons.
Students continued with cricket practice during their PE classes. They revised rules of cricket and practiced skills like batting, bowling and fielding. They also played intra class short sided matches.
 

During UOI classes, students were introduced to terms like globalization, immigration and emigration. They were explained ‘migration’ by a story which was read out by the facilitator. Students researched the impact of migration on origin and destination countries using iPads and wrote the same in their process journals. They were supposed to identify the positive and negative impacts of migration on origin and destination countries from the review sheet given to them.

Students were divided into groups and were expected to segregate formal and informal letters, during English language lessons. They studied the elements of both styles of writing letters and differentiated between them.  We discussed various occasions for writing letters as a mode of congratulating people, thanking them, letter to a bank, letter to magazine editor, etc. and decided upon the appropriateness of the type of letter - formal or informal. Students practiced writing informal letters using the checklist for the format . Subsequently they wrote their reflection on letter writing, in their process journals. In continuation with the concept of ‘Simile’, they also practiced writing a paragraph on the topic of their choice, using similes.  

In mathematics, students were introduced to the concept of currency.  They began by labelling of a Rupee note through an activity. They spotted several features on the note such as signature of the governor, national emblem, Mahatma Gandhi’s watermark, etc. and labelled the Rupee note in their process journals. This was followed by a research session about major currencies around the world. Students were presented with different scenarios to teach them why their home currency cannot be used in other countries and how they need to exchange it before spending it. The concept of currency was further reinforced by making them practice addition, subtraction and multiplication for money. They also solved word problems pertaining to money and worked on shopping bills to gain insight into the practical uses of money. Besides this, students tuned into the concept of division. They were introduced to the division vocabulary and were taught strategies of solving sums on division. 

 In their Hindi lessons, they discussed about good and bad habits which affect our health. They discussed and wrote vocabulary words related to the human body and health. They also made a list of habits related to health and had a  discussion on the same.  Students also wrote slogans on ‘prevention from diseases’ and they also wrote a small paragraph about the same.
In their Hindi ab initio classes, the students took forward their learning of 'visheshan' by making sentences verbally as well as in writing. They listened to the story 'Phoota ghadaa' and discussed the meanings of new vocabulary. The theme of the story was taken up as  class discussion. Creative skills were honed by giving a new ending to the story. Students read aloud an unseen passage 'Sooraj' and discussed the word meanings for the same. They also practiced their letters and words by doing an activity as teams. peers.

Students inquired about Traditional art and Contemporary art. They also observed the paintings of an artist named Manjit Bawa to understand how the elements of traditional and contemporary art can be collated together to create an artwork.
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During ICT classes students played a quiz on Kahoot and were excited to learn and see their scores. Then, they continued to work on their animation in Pivot.